000			02017nam a22002657a 4500
003			ZW-GwMSU
005			20210422150532.0
008			210422b ||||| |||| 00| 0 eng d
022			_a1814-6627
040			_aMSU _cMSU _erda
100	1		_aClowes, L _eauthor
245	1	4	_aIts not a simple thing, co-publishing: _bThe politics of co-authorship between supervisors and students in South African higher educational contexts/ _cL. Clowes
264			_aPretoria: _bUnisa Pres and Routledge, _c2013
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aAfrica education review _vVolume 10 , number 1,
520			_aKnowledge production in South Africa remains framed by the legacies of apartheid. Developing emerging authors and local knowledges through co-authorship between supervisors and post graduate students is an important strategy aimed at challenging these legacies. This paper draws on in-depth interviews with students and supervisors to explore their experiences of co-authorship. Findings indicate that while insisting that co-authoring has value, several students also note their discomfort with elements of the process. While insisting students’ work be disseminated, and expressing willingness to engage in the mentoring that this requires, supervisors also articulate discomfort with processes offering opportunities for personal career development. Given increasing emphasis on co-authorship we suggest the power inequalities expressed through the supervisor/student relationship be made more transparent. Knowledge production through co-authorship is best served by collaborations between authors who are more equally empowered and who are more critically aware of the challenges such collaborations are likely to present.
650	4		_aCo-authorship
650	4		_aMentoring
650	4		_aSupervision
700	1		_aShefer, T. _eauthor
856			_uhttps://doi.org/10.1080/18146627.2013.786865
942			_2lcc _cJA
999			_c156671 _d156671