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dc.contributor.authorWest, Marion
dc.date.accessioned2020-09-14T14:24:15Z
dc.date.available2020-09-14T14:24:15Z
dc.date.issued2020-10-27
dc.identifier.citationWest, M. (2021) 'I'm not going to tell you cos you need to think about this': A conversation analysis study of managing advice resistance and supporting autonomy in undergraduate supervision, Postdigital Science and Education, 3, pp. 198–222. https://doi.org/10.1007/s42438-020-00194-5en
dc.identifier.issn2524-4868en
dc.identifier.doi10.1007/s42438-020-00194-5
dc.identifier.urihttp://hdl.handle.net/2436/623632
dc.descriptionThis is an accepted manuscript of an article published by Springer in Postdigital Science and Education, available online at: https://doi.org/10.1007/s42438-020-00194-5 The accepted version of the publication may differ from the final published version.en
dc.description.abstractThis article firstly, critically analyses a face-to-face supervision meeting between an undergraduate and a supervisor, exploring how the supervisor handles the twin strategies of fostering autonomy while managing resistance to advice. Conversation Analysis is used as both a theory and a method, with a focus on the use of accounts to support or resist advice. The main contribution is the demonstration of how both the supervisor and student are jointly responsible for the negotiation of advice, which is recycled and calibrated in response to the student’s resistance. The supervisor defuses complaints by normalising them, and moving his student on to practical solutions, often with humour. He lists his student’s achievements as the foundation on which she can assert agency and build the actions he recommends. Supervisor-student relationships are investigated through the lens of the affective dimensions of learning, to explore how caring or empathy may serve to reduce resistance and make advice more palatable. By juxtaposing physically present supervision with digitally-mediated encounters, while acknowledging their mutual entanglement, the postdigital debate is furthered. In the context of Covid-19, and rapid decisions by universities to bring in digital platforms to capture student-teacher interactions, the analysis presented is in itself an act of resistance against the technical control systems of the academy and algorithmic capitalism.en
dc.formatapplication/pdfen
dc.languageEnglish
dc.language.isoenen
dc.publisherSpringeren
dc.relation.urlhttps://doi.org/10.1007/s42438-020-00194-5en
dc.subjectpostdigitalen
dc.subjectface-to-faceen
dc.subjectadviceen
dc.subjectsupervisionen
dc.subjectrelationshipsen
dc.subjectconversation analysisen
dc.title'I'm not going to tell you cos you need to think about this': A conversation analysis study of managing advice resistance and supporting autonomy in undergraduate supervisionen
dc.typeJournal articleen
dc.identifier.journalPostdigital Science and Educationen
dc.date.updated2020-09-07T13:16:16Z
dc.date.accepted2020-09-04
rioxxterms.funderUniversity of Wolverhamptonen
rioxxterms.identifier.projectUOW14092020MWen
rioxxterms.versionAMen
rioxxterms.licenseref.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/en
rioxxterms.licenseref.startdate2021-10-27en
refterms.dateFCD2020-09-14T14:23:09Z
refterms.versionFCDAM


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