Postgraduate Research Supervision: Transforming R(E)lations is both an interesting, thoughtful book and an enjoyable light read. This book contains essays and articles from nearly 50 different contributors -- postgraduate students and supervisors. In the essays and articles, the authors discuss their experiences, explore pedagogy, relay personal stories and insights and engage in critical thinking. Generally, the articles attempt to look at different postgraduate research supervision paradigms to probe how students and supervisors can reshape these relations. They explore how candidates can open dialogue with their supervisors regarding expectations, goals, working relationships, etc. in the hopes of transforming these relationships. At the same time, the articles expose the challenges students and supervisors face when working together. Some of the articles are quite thought provoking and helpful, while some of the short essays read more like a cathartic release than an educational piece. Nonetheless, most are pleasurable to read. Most, if not all, of the contributors are based in educational institutions in Australia, so its application can be somewhat limiting. In addition, the book is mostly written for Ph.D. candidates; however, even as a Masters candidate, I found it useful. It made me think about how I might have approached my supervisor differently and gave me resources I could have read to help me explore what I needed in a supervisor. This will prove helpful if I decide to continue on to my Ph.D.

One article in particular was of interest to me - "Novice at Forty: Transformation or Re-invention?" In this article, the authors Jo Balatti and Hilary Whitehouse explore their experiences as "mature-aged postgraduate[s]." They discuss the changes in their lives from career women in established positions to full-time doctoral students and how those changes impacted their feelings of self-worth, respect and confidence. The shift from professional worker to novice student resulted in the reinvention of their selves. Perhaps these experiences are unique to "older" students (for which I qualify), but I suspect that the feelings and experiences resonate with all students on some level as they reflect on their own transformations as graduate students.

I really enjoyed another article, "Mostly Metaphors: Theorizing from a Practice of Supervision", by the editors Alison Bartlett and Gina Mercer, in which the authors discuss how to establish a "new" supervisor/student relationship. Drawing on feminist and poststructural analysis, the authors explore the uniqueness of the supervisor-candidate one-on-one relationship. Rather than accepting the traditional model of supervision, based on the hierarchical power relationship in which the supervisor "educates" the uneducated, unknowing student, these authors (as well as other authors in the book) look at alternative relationships paradigms. Relying on some wonderful metaphors (e.g., "Cooking up a Feast," "Planting a Garden," and "Bushwalking"), the authors encourage the reader to envision a new framework for postgraduate supervision.

In another interesting article, "Imagining a Ph.D. Writers Body Grappling Over Pedagogy," Tai Peseta explores how and whether the Ph.D. is a "disembodied project" (84). If one's body is "different" or seen as "different", how does that shape the individuals experiences and interactions? Through this discussion, the author forces us to recognize how our bodies impact our experiences and how, in fact, we are thus racialized, gendered, and located.

Overall, I really enjoyed this book. I found some essays stronger and more interesting than others, but most gave me things to think about and avenues to explore. It is a light, enjoyable read, making it a pleasant break from the often complex, exhausting reading we often do in our graduate work. It is both practical and fun.