Cultivating African academic capital – Intersectional narratives of an African graduate and his PhD study supervisor

Bitzer, Eli; Matimbo, Fulgence John

doi:10.1080/14703297.2017.1304825

Cited by 2 publications

(1 citation statement)

References 13 publications

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“…There is a growing body of research exploring various aspects of mutual learning in cross-cultural supervision (Bitzer & Matimbo, 2017;Manathunga, 2011Manathunga, , 2017Singh & Meng, 2013;Tkachenko, Bratland & Johansen, 2016). Although awareness into the value of cross-cultural supervision has increased over the years, there remain gaps relating to the impact of supervision and culture (Acker, 2011) and into supervision relationships across diverse countries.…”

Section: Introductionmentioning

confidence: 99%

Transformative Power of Cross-Cultural PhD Supervision

Gjøtterud

Ahmad

2018

IJDS

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Aim/Purpose: The purpose of this paper is to explore the rich potential for transformative learning, for both supervisees and supervisors, that is embedded in cross-cultural supervision. Background: Our example is an analysis of experiences from a five-year long cross-cultural supervisory relationship between a Tanzanian PhD student and a Norwegian supervisor. Methodology: In the research, we followed an action research approach, informed by the following question: “How can we account for and improve our supervising–supervised practice?” We analyzed our supervision experiences with the aim to explore the transformative power of cross-cultural supervision. Contribution: Studies on supervision collaboration between Scandinavia and Southern Africa are scarce; hence, our study adds insight into the value of collaboration across continents and economic divides. Furthermore, we argue for greater research into the impact of cross-cultural supervision on supervisors as well as supervisees. Findings: We have identified seven factors as central to mutual transformative learning in cross-cultural supervision: shared unhomeliness, shared uncertainty and trust building, otherness, shared second language, cultural differences relating to hierarchy, being in context together, and finally, flourishing. For the mutual transformative processes to unfold, building trust in openness to differences seems to be a crucial foundation. Hence, we believe that the qualities in the cross-cultural supervision relationship that we highlight can serve as a reminder to become aware of differences as a valuable source for mutual learning and expanded horizons. Recommendations for Practitioners: Our recommendation to practitioners is that they are receptive to and welcoming of differences, find common ground, and explore the value of learning from and with each other in supervisory relationships. Recommendation for Researchers: Equally, we recommend that researchers inquire into how differences in gender, race, religion, and professional fields in supervisory and collaborative relationships can hold potential for valuable knowledge creation. Impact on Society: Academic’s awareness of the value of otherness as addressed in this paper might foster new ideas for dealing with challenges in our turbulent time through transculturation. Future Research: More studies are needed on the potential for growth and the impact of mutual knowledge creation arising from cross-cultural doctoral supervision.

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Section: Introductionmentioning

confidence: 99%

Transformative Power of Cross-Cultural PhD Supervision

Gjøtterud

Ahmad

2018

IJDS

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Typology of habitus in education: Findings from a review of qualitative studies

Tan

Liu

2022

Soc Psychol Educ

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Contextualized in the debate on the (mis)use of habitus in educational research, the present study addresses two research questions: (a) What are the different functions that habitus (i.e., the dispositions underpinning cultural capital that are accumulated through socialization and that guide individuals’ daily practices) serves in students’ educational experiences? and (b) What characterizes the pattern of continuity or discontinuity for habitus across different contexts? Results of the meta-ethnographic review synthesizing findings from 37 qualitative studies show that there was a typology of different functions associated with habitus (academic socialization, motivating learning, facilitating content learning, developing learners’ self-identity and aspirations). These functions transcended cognitive, affective, and social dimensions in students’ present and future learning. However, habitus could also serve as a coping or risk-mitigation mechanism. Furthermore, results show that habitus could be continuous or discontinuous across fields (student, familial, institutional) and sub-fields (educational levels, types of learning, subjects, programs, learners). These results suggest that the prolific use of habitus in research should not be simply dismissed as conceptual infidelity; rather, it enables researchers to clarify how habitus serves different functions in educational experiences of students varying in their learning needs at different stages of their learning and in different contexts. The study contributes to the development of a conceptual framework for habitus that can inform future research. Practical implications for improving disadvantaged students’ learning are discussed. Supplementary Information The online version contains supplementary material available at 10.1007/s11218-022-09724-4.

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Cultivating African academic capital – Intersectional narratives of an African graduate and his PhD study supervisor

Cited by 2 publications

References 13 publications

Transformative Power of Cross-Cultural PhD Supervision

Transformative Power of Cross-Cultural PhD Supervision

Typology of habitus in education: Findings from a review of qualitative studies

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