Challenging issues: doctoral supervision in post-colonial sites
| dc.contributor.author | Grant, Barbara | |
| dc.date.accessioned | 2016-06-06T09:07:44Z | |
| dc.date.available | 2016-06-06T09:07:44Z | |
| dc.date.issued | 2010 | |
| dc.description.abstract | English: The supervision of indigenous doctoral students in Aotearoa/New Zealand occurs in a post-colonial context marked by ongoing struggles over identity and belonging. In addition to stories concerning the pleasures taken in this relation, students and supervisors recount the challenges they experience. While some challenges are normal in any doctoral supervision, others are distinctively connected to the identities of the students as indigenous (Maori) and supervisors as settlers (non-Maori). Such challenges not only reveal unfinished tensions that structure settler-indigene (or coloniser-colonised) relations, but also raise questions concerning the implication of doctoral education in identity formation. This article draws on recent interviews with Maori doctoral students and their supervisors to identify several “challenging matters” and to explore their significance for supervision in post-colonial sites. | en_ZA |
| dc.description.abstract | Afrikaans: Die studieleiding van inheemse doktorale studente in Aotearoa/Nieu-Seeland gebeur in ’n postkoloniale konteks wat steeds met identiteitskwessies worstel. Studente en studieleiers beskryf die vreugde en die uitdagings wat hierdie verhouding meebring. Sommige hiervan is in enige doktorale studieleiding te wagte, maar ander hou uitdruklik verband met die identiteit van die studente as inheems (Maori) en die studieleiers as setlaars (nie-Maori). Sulke uitdagings belig die onvoltooide spanninge inherent aan verhoudings tussen setlaars en inheemse mense (koloniseerders-gekoloniseerdes) en opper vrae oor die implikasie van doktorale opvoeding in die vorming van identiteit. Hierdie artikel poog om deur onlangse onderhoude met Maori doktorale studente en hul studieleiers verskeie “sake wat uitdagings bied” te identifiseer en hul betekenis vir studieleiding in postkoloniale omgewings te verken. | af |
| dc.description.version | Publisher's version | en_ZA |
| dc.identifier.citation | Frick, L., Albertyn, R., & Rutgers, L. (2010). The Socratic method: Adult education theories. Acta Academica: Postgraduate supervision: research and practice: Supplementum 1, 75-102. | en_ZA |
| dc.identifier.issn | 0587-2405 (print) | |
| dc.identifier.issn | 2415-0479 (online) | |
| dc.identifier.uri | http://hdl.handle.net/11660/2699 | |
| dc.language.iso | en | en_ZA |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Postgraduate supervision | en_ZA |
| dc.subject | Doctoral supervision | en_ZA |
| dc.subject | New Zealand | en_ZA |
| dc.subject | Challenges | en_ZA |
| dc.subject | Identity formation | en_ZA |
| dc.subject | Mäori | en_ZA |
| dc.title | Challenging issues: doctoral supervision in post-colonial sites | en_ZA |
| dc.type | Article | en_ZA |