ABSTRACT. The papers in this special issue all engage with ethical difficulties that emerge in the lengthy, intense educational encounters between doctoral candidates and their academic supervisors. Using a process of collaborative biographical memory sharing in the first phase of the project, six experienced academic supervisors began to theorize the ethical implications of their practice, creating links between experiences related to supervision. In a second phase, the engagement was extended online with two more researchers, so that the group could work together in the collaborative theorizing that produced the six interlinked, yet theoretically diverse papers gathered here. pp. 15–18

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