The limits of 'teaching and learning': Indigenous students and doctoral supervision

Show simple item record Grant, Barbara en 2012-02-27T19:14:49Z en 2010 en
dc.identifier.issn 1356-2517 en
dc.identifier.uri en
dc.description.abstract When exploring the supervision of indigenous doctoral students, a focus on teaching and learning hides as much as it reveals. Explicit descriptions from students of helpful teaching and learning practices mostly highlight everyday Western academic culture in action and do not illuminate the ways in which indigenous identities impact on, or are impacted by, research supervision or doctoral education. Situated in research undertaken in the postcolonial context of Aotearoa/New Zealand, this article draws on interview data with 10 Māori doctoral students to examine the limitations of a 'teaching and learning' framework for supervision. In so doing, it suggests some considerations about supervision that offer deeper insight, particularly for non-indigenous supervisors, into the distinctive issues that might arise when working with indigenous doctoral students. © 2010 Taylor & Francis. en
dc.relation.ispartofseries Teaching in Higher Education en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri en
dc.title The limits of 'teaching and learning': Indigenous students and doctoral supervision en
dc.type Journal Article en
dc.identifier.doi 10.1080/13562517.2010.491903 en
pubs.issue 5 en
pubs.begin-page 505 en
pubs.volume 15 en
dc.rights.holder Copyright: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD en en
pubs.end-page 517 en
dc.rights.accessrights en
pubs.subtype Article en
pubs.elements-id 152883 en Education and Social Work en Critical Studies in Education en
dc.identifier.eissn 1470-1294 en
pubs.record-created-at-source-date 2013-06-05 en

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