Indigenous knowledges and supervision: Changing the lens

Carter, Susan; Laurs, Deborah; Chant, Lisa; Wolfgramm-Foliaki, ‘Ema

doi:10.1080/14703297.2017.1403941

Cited by 14 publications

(15 citation statements)

References 9 publications

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“…I have had a few opportunities lately where I have been invited to panel meetings, critical discussions, and leadership meetings where I have combined the learning of his critical approach coupled with my personality to deliver opinions and presentations in a way that is informative and thought provoking. (Kesa,42) Koni's response above aligns with an abundance of research that emphasizes the importance of having high expectations for Pasifika students (Carter et al, 2018;Nanai et al, 2017). By having high expectations of their students, supervisors convey the message to the students that they believe in their ability to produce excellent work.…”

Section: Developing the Student's Confidencementioning

confidence: 91%

“…Reflecting on his experience as a doctoral student of Tongan descent, Fa'avae (2019) highlighted: (a) the importance of tauhi vā (sustaining and nurturing the relationship) between himself and his supervisors and (b) the benefits of having supervisors that were experts in the Tongan language and culture. Fa'avae's (2019) argument aligns with that of Carter et al (2018), which acknowledges the importance of supervisors being appreciative of the wealth of Pasifika scholarship and advocating for perspectives that might resonate with their students' worldviews and ways of being.…”

Section: Pasifika Research Students and Their Supervisorsmentioning

confidence: 99%

“…While national education plans such as the Pacific education plans (Ministry of Education, 2012Education, , 2020 and university strategic plans (Massey University, 2020; University of Auckland, 2021; University of Canterbury, 2019) have established clear commitments to developing and supporting Pasifika participation and achievement in higher education, studies show that such commitments to Pasifika are rarely fulfilled (Naepi et al, 2017(Naepi et al, , 2020Nanai et al, 2017). Pasifika peoples have traditionally been, and continue to be, underrepresented in, and excluded from, New Zealand universities as a result of, among other things, university practices and policies that perpetuate neocolonial and Eurocentric perspectives (Carter et al, 2018;Naepi et al, 2017Naepi et al, , 2020.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Toward culturally sustaining supervision practices in mathematics education: what do Pasifika research students value most about their supervisors?

Tupouniua

2023

AlterNative: An International Journal of Indigenous Peoples

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Disrupting forms of exclusion in higher education requires culturally sustaining practices. However, in some areas of higher education, the notion of culturally sustaining practice remains unexplored. The present study addresses this disparity by exploring the concept of culturally sustaining supervision in the specific case of Pasifika research students in mathematics education. In particular, this case study examines what a group of 22 Pasifika research students in mathematics education valued most about their respective supervisors. Using talanoa (respectful and free-flowing conversation and discussion) to gather data, three characteristics of supervisors that the participants valued most were identified via thematic analysis: (a) being available and accessible; (b) developing the student’s confidence; and (c) providing support beyond the thesis. The characteristics are discussed with respect to the Pacific concept of vā (relationships), which refers to the intricate relational and spatial realm in which connections among people exist and evolve.

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Section: Developing the Student's Confidencementioning

confidence: 91%

Section: Pasifika Research Students and Their Supervisorsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Toward culturally sustaining supervision practices in mathematics education: what do Pasifika research students value most about their supervisors?

Tupouniua

2023

AlterNative: An International Journal of Indigenous Peoples

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“…When indigenous learners contribute something to their communities, learning facilitators may need to recognize that patterns of thinking, metaphors versus theory for once ptyalizing, may be very different [38]. By following the wellestablished, but seldom utilized, principles of universal learning design in [34]; adult educators can reimagine the way learning occurs and how to assess it.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Integration of Indigenous Knowledge into Adult Learning Material Development and the Facilitation Methodology

Assefa

2021

Education Research International

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Connecting indigenous knowledge systems and practices with adult education programs has priceless value of promoting and transferring indigenous perspectives from generation to generation. Indeed, education is the surest path to ensuring social continuity when it ought to be based on the real-life experiences of learners and what their immediate environment and social realities entail. This demands the development of relevant adult learning materials and the utilization of participatory facilitation methodologies. Considering this in mind, this study was aimed to explore the integration of indigenous knowledge into adult education practices. In doing so, a case-study design was employed. The study sample was composed of eighteen experts, seven adult education literacy center coordinators, and seventy adult learners. Interview and FGD were considered the major data-gathering tools. Also, thematic analysis was the center of this study’s data analysis. As a result, the finding indicated that even though adult learners have diverse learning experiences, narrow emphasis has been given to the development of learning concepts and objectives in adult learning materials. The application of appropriate facilitation methods through participating experienced learners remains symbolic. To enhance the positive inclusion of indigenous knowledge into adult learning, learning material and its facilitation environment must be conducive and adequately be portraited. Therefore, the objective of this study is to explore the existing practice of indigenous knowledge integration into adult education in North Wollo, from the perspectives of learning material development and utilization of the facilitation methodology.

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“…In the previous studies, there has been an increasing awareness of the importance of the context in comparative education research and international development (Crossley 2009;Crossley and Jarvis 2001;Crossley 2010), the analysis of higher education systems and universities (Välimaa 2008), and the studies of Chinese education (Hayhoe 1996;Gu 2004;Cai 2010Cai , 2012Yang 2011Yang , 2017Hawkins 2013). A recent study on doctoral supervision for Pacific Islanders in New Zealand particularly suggested that cultural context matters and empowers supervision practices (Carter et al 2017). However, the research on the cultural context of the Chinese doctoral education system is lacking in both the Chinese and the English literature.…”

Section: Introductionmentioning

confidence: 99%

Institutional logics of Chinese doctoral education system

2018

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As Chinese doctoral education has grown dramatically in the past four decades and developed into one of the largest doctoral education systems in the world, it has become one significant and integral part of the global doctoral education landscape. However, in the literature there is a lack of both a comprehensive understanding of the Chinese doctoral education system and of generic frameworks for understanding doctoral education in a global context, with an emphasis on the underlying value systems. This may not only hamper the research on doctoral education in China but also affect international comparison and collaboration with Chinese doctoral education. Using the theory of institutional logics, this study tries to bridge the gap by identifying the complex value systems underlying the context of the Chinese doctoral education system, through a qualitative study mainly based on interview data and complemented by documentary data. The interview involves 135 participants, including 45 university academic leaders, 33 doctoral supervisors and 56 doctoral students from 17 research universities, as well as one government policy-maker. We found that the context of Chinese doctoral education system consists of multiple logics of state, profession, family, market and corporation. The special constellation of institutional logics has shaped the current Chinese doctoral education system as a state-led model but meanwhile incorporating family characteristics, market orientation and regulated academic autonomy. The study also showed that Chinese doctoral education has been developing in line with international academic norms and global marketization trends, and has also been shaped by China's socio-cultural tradition and the strong state regulation. In addition to the institutional logics analysis of the Chinese doctoral education system, this study paves the way for developing a novel framework for analysing doctoral education systems in other contexts and for comparative purposes.

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Indigenous knowledges and supervision: Changing the lens

Cited by 14 publications

References 9 publications

Toward culturally sustaining supervision practices in mathematics education: what do Pasifika research students value most about their supervisors?

Toward culturally sustaining supervision practices in mathematics education: what do Pasifika research students value most about their supervisors?

Integration of Indigenous Knowledge into Adult Learning Material Development and the Facilitation Methodology

Institutional logics of Chinese doctoral education system

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