A pedagogy of supervision: ‘knowledgeability’ through relational engagement

an initial participant in this debate, having published an article on the topic in 2005. In thisresponse article I offer an exposition of what I term a ‘pedagogy of supervision’ (PoS),which I suggest as a way of addressing the debate’s silence about the link between thepersonal or subjective dynamics of students’ thesis work and their knowledgeabilityacquisition processes during the supervision process. Based on my personal supervisionexperiences, I present three engagement moments – habitus engagement, knowledgeabilityengagement and data-analysis engagement – as a way of substantiating a productive PoSapproach. The article is an argument for understanding supervision work as leveragingstudents’ intellectual knowledgeability through active relational mediation, which I suggestis more likely to secure the student’s ability to produce a thesis that makes a knowledgecontribution to the chosen field of study