Colouring the pedagogy of doctoral supervision: Cconsidering supervisor, student and knowledge through the lens of indigeneity

• Autores: Barbara Grant, Elizabeth McKinley
• Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 48, Nº 4, 2011, págs. 377-386
• Idioma: inglés
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• Resumen

  • According to David Lusted, doctoral pedagogy is a ‘process of production and exchange’ that, at best, leads to transformations in all its players. Taking Lusted’s three abstract ‘agencies’ of pedagogy as our starting point – teacher/supervisor, student, and knowledge – we draw on data from interviews with indigenous (Māori) doctoral students and their supervisors to particularise the players by situating them within the context of Aotearoa/New Zealand. In so doing, we draw attention to the ways in which matters of history and locality colour this core pedagogy of doctoral education. We also highlight the dynamic boundaries between the academy and its outside communities, between traditional academic knowledge and traditional indigenous knowledge, and the possibilities for transformation of all involved.