A duoethnographic discussion of doctoral supervision pedagogies

Abstract

This paper performs a critical qualitative inquiry exploring supervision pedagogies utilising duoethnography as both methodology and conceptual framing. We begin the inquiry by reflecting upon our social and cultural identities and our evolving supervisor/supervisee-colleague-friend relationship. Our critical dialogue then shifts to scrutinising our supervision experiences. Topics of relationships, ethics, power effects, cultural differences, students’ anxieties and self-doubt, and institutional protocols emerged during our conversations. We analyse our narratives in light of literature on supervision pedagogy, duoethnography, and some theoretical notions drawn from critical multiculturalism and the work of Foucault and Bourdieu. In the current context of neoliberal incursions into university modalities, it is our intention that our dialogue might promote a refocusing on the need for critical socially-just supervision pedagogies, and we invite you to join us in this critical dialogic inquiry.

Keywords:

• Critical dialogue
• duoethnography
• reflection and reflexivity
• social justice
• supervision pedagogies

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 Tēnā tātou is a greeting in Māori, the Indigenous language of Aotearoa. Pākehā is a Māori term for those living in Aotearoa who are of European descent.

2 Te Tiriti o Waitangi is the 1840 treaty signed between the British and Māori that enabled settler presence, leading to colonisation resulting in social, economic, and cultural injustices to Māori, in breach of the treaty’s stated commitments.

3 Paul has given his consent for his name to be used in this paper.

Additional information

Notes on contributors

Angel Chan

Dr Angel Chan is a senior lecturer of the Faculty of Education and Social Work at the University of Auckland. Her research areas include early childhood education, culture and identity, sociology of childhood, transnational parenting, superdiversity in education settings, critical multicultural education, and inclusive and equitable pedagogies.

Jenny Ritchie

Dr Jenny Ritchie is an Associate Professor in Te Puna Akopai, the School of Education, at Te Herenga Waka Victoria University of Wellington, New Zealand. Her research and teaching focus on social, cultural, and ecological justice in early childhood care and education.