Relational and culturally responsive supervision of doctoral students working in Māori contexts: Inspirations from the Kingitanga

Abstract

Exploring whakapapa (genealogy) as a cultural concept to mapping transition journeys, understanding what is happening and discovering new insights

MAI Te Kupenga: Supporting Māori and Indigenous doctoral scholars within Higher Education

“…Navigating the doctoral journey is a challenge in and of itself, and doing so while negotiating two differing worldviews and knowledge bases can be wearisome. This is the experience of many Indigenous scholars (Barney, 2013;Chirgwin, 2014;Garrod, Kilkenny & Benson Taylor, 2017;Glynn & Berryman, 2015;Grande, 2017;McKinley et al, 2011;Wilson, 2017). Discussions for this project highlighted two broad areas that aligned to the marginal positioning of Māori and Indigenous scholars in the university, those being: systemic racism and effectiveness of supervision.…”

“…120-121). Glynn and Berryman (2015) also comment on this tension, but state that Māori researchers have the right to not only use their preferred epistemologies, methodologies and Indigenous knowledge-particularly to benefit their whānau and communities-but that they can expect their tertiary institution to provide an environment where this can be done and appropriately supported. They then argue that it is a matter of cultural safety, where Māori doctoral success in the academic world should not have to be at the expense of their culture and connectedness to the Māori world.…”

“…(p. 25) Discussion generated around supervision provided some insights into whether MAI scholars need to have supervisors or mentors who are Māori. According to Glynn and Berryman (2015) building successful supervisory relationships means connected to the wider whānau and community as needed. MAI scholars noted that a good relationship with supervisors also related to feeling they cared for as a person, not simply a student or an enrolment.…”

Program and Instructional Strategies Supportive of Doctoral Students’ Degree Completion

“…When adult students and doctoral advisers have different racial or ethnic backgrounds, cultural context becomes salient, especially when students choose to research issues relating to their own cultural group (Glynn & Berryman, 2015). Students may bridge contexts as they transition from thinking like practitioners to adding an analytical lens as a researcher (Arhar et al, 2013).…”

Fostering the resilience of graduate students

“…Providing an organization and a supportive structure, with realistic expectations towards his/her student, the supervisor's interest in the research project, as well as his level of commitment to his/her student and their common project are also protective factors. It is important that the supervisor is sensitive to the culture of his student and adapts to it (Glynn, & Berryman, 2015;Pumaccahua, 2017). A supervisor who practices an approach focused on the successes, strengths and dreams of his students (Goyette, & Dubreuil, 2019) and who turns their vulnerabilities into strengths (Rademaker et al, 2016) increases the likelihood of his students being successful, just like when he genuinely cares about his students (Gray, & Costa, 2019;Hodz, 2007).…”