Indigenous knowledges and supervision: Changing the lens

• Autores: Susan Carter, Deborah Laurs, Lisa Chant, Ema Wolfgramm-Foliaki
• Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 55, Nº 3, 2018, págs. 384-393
• Idioma: inglés
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• Resumen

  • Reflecting on a New Zealand-focused research project, this article shows that cultural knowledges can empower supervision practice. Within the New Zealand context, Māori and Pasifika cultures are priority groups: the national educational agenda aims to foster equal access to success. Western and Pasifika methodologies meet here. Underpinning our indigenous focus lies a larger survey of supervisors [n226] and doctoral students [n80] gathered via two anonymous digital questionnaires and analysed using Nvivo. Data using a talanoa method positions this paper within an authentic cultural framework. All data was re-analysed through the lens of cultural pedagogies. We found that cultural concepts, according immediately with our priority groups, also mapped onto western knowledges and general practice. We suggest that supervisors and their candidates should draw on their heritages, looking for culturally-appropriate pedagogies and protocols, because these are apt to inspire the heart of human relationship-building.