Uneasy translations: taking theories of supervision into teaching

Graduate supervision is a puzzling pedagogy requiring a thoughtful response from its practitioners. In this article, I reflect upon teaching theories of supervision produced through my own research with the aim of galvanizing the imaginations and practices of supervisors. I address a curious reluctance to introduce those theories that require significant translation to be relevant or acceptable to my audience, a reluctance that turns on uneasy issues of translation along with a sense of severance between my teacher and researcher selves. I close by considering what this reflection has to say about the demanding condition of the contemporary academic who must not only teach and research 'excellently' but also somehow link the two.