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All Journal Erudio: Journal of Educational Innovation Jurnal Manajemen & Supervisi Pendidikan Indonesian Journal of Social Research (IJSR)
Adedokun, Theophilus
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Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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Strengthening Student-Supervisor Relationships: An Examination of Postgraduate Students' Perspectives on Supervisory Supports Adedokun, Theophilus; Oyetunde-Joshua, Funsho
JMSP (Jurnal Manajemen dan Supervisi Pendidikan) Vol 8, No 2 (2024): Vol. 8 No. 2 Maret 2024
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um025v8i22024p95

Abstract

This study examined the role of supervisors in supporting postgraduate students from the students’ perspective. Through interviews with postgraduate students at two universities, the research aimed to understand how students perceive and experience guidance from their supervisors. The factors examined included meeting frequency, feedback, and guidance received by students from supervisors. The analysis identified strengths in supervisory support in these areas, as well as areas needing improvement. Results indicated quality feedback and regular communication had the greatest positive impact. However, many students desired more hands-on help with methodology and writing. The study recommends supervisor training programs focused on writing guidance and supervision skills. By implementing such programs, universities can enable supervisors to provide optimal student support, thereby improving experiences and outcomes. This research provides key insights into strengthening student-supervisor relationships
The Last Straw: A Bourdieusian Analysis of Motherhood, Mental Health, and Institutional Violence in Tyler Perry's 2025 Film, Straw Adedokun, Theophilus
Indonesian Journal of Social Research (IJSR) Vol 7 No 3 (2025): Indonesian Journal of Social Research (IJSR)
Publisher : Universitas Djuanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30997/ijsr.v7i3.728

Abstract

This study examines Tyler Perry's 2025 film Straw through Pierre Bourdieu's sociological theory, focusing on intersections of motherhood, mental health, and societal pressure. Despite increasing scholarly attention to Black women's cinematic representation, a significant gap exists in Bourdieusian analyses of contemporary films that centre mental health dimensions of Black motherhood, particularly in dramatic narratives addressing institutional violence. This study addresses three research questions: (RQ1) How does Straw represent the depletion of economic, social, and symbolic capital for Black single mothers within institutional fields? (RQ2) What narrative and visual strategies does the film employ to dramatize symbolic violence and its psychological consequences? (RQ3) How does Perry's film contribute to evolving cinematic representations of mental health in Black motherhood narratives? The study employs qualitative close textual analysis of key scenes across five thematic categories. Analysis includes scene transcription, visual motif identification (framing, sound, montage), Bourdieusian concept mapping, and literature triangulation. Scene selection criteria prioritized moments depicting capital exchange, institutional power dynamics, and psychological transformation. Drawing on Bourdieu's concepts of capital, habitus, field, and symbolic violence, the analysis reveals how the film dramatizes economic, social, and symbolic capital erosion endured by marginalized mothers. The findings document three distinct patterns such as the cascading institutional failures that transform routine encounters into crises, the weaponization of maternal identity through surveillance systems, and the psychological accumulation of symbolic violence leading to breaking points. This study makes three contributions: it extends Bourdieu's symbolic violence concept to cinematic mental health representation, documents emerging patterns in Black motherhood film narratives post-2020, and offers methodological innovations for integrating sociological theory with film textual analysis. The study argues that Straw exposes cumulative effects of societal neglect and stigmatization of Black motherhood, offering critical perspective on systemic barriers limiting agency and wellbeing.
REPRODUCING OR RESISTING? WRITING CENTRE TUTORS, AI TOOLS, AND THE REMAKING OF THE ACADEMIC WRITING FIELD Adedokun, Theophilus; Mheta, Gift
Erudio Journal of Educational Innovation Vol 13, No 1 (2026): Erudio Journal of Educational Innovation
Publisher : Faculty of Administrative Science, Universitas Brawijaya

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Abstract

The integration of generative artificial intelligence into higher education writing support has introduced significant complexities for writing centre peer tutors, particularly within the massified university contexts characteristic of post-apartheid South Africa. This study, nested within a broader project Reimagining Writing Centre Pedagogy in the Age of AI: Exploring Digital Tutoring Practices, Epistemic Access, and Student Support in Massified Higher Education navigate the pressures that AI-mediated tutoring exerts on collaborative, student-centred pedagogy. Employing a qualitative case study design, the study generated data through semi-structured interviews with nine peer tutors, analysed using reflexive thematic analysis and theorised through Pierre Bourdieu’s conceptual triad of habitus, capital, and field. Three interconnected themes emerged: tutors experienced a condition of hysteresis as their deeply held pedagogical commitments to student voice and authentic writing collided with a student culture oriented toward AI-mediated efficiency; differential AI access reproduced and deepened pre-existing socioeconomic inequalities among students; and digital platforms simultaneously extended the reach of writing centre support and generated new barriers for disadvantaged students. The study concludes that tutor responses constitute neither straightforward reproduction nor clean resistance to existing field logics, but an adaptive remaking of writing centre pedagogy, with significant implications for equity-centred policy and practice in massified higher education.
Co-Authors Mheta, Gift Oyetunde-Joshua, Funsho