Indigenous research supervision practice is something of ‘a path found by walking it’ with little published research detailing the practices of Indigenous supervisors in the academy (Grant, 2010). A small but critical literature investigating the experience of Indigenous research students has developed. For example Trudgett (2009) details the challenges Indigenous research students’ face during their candidature. This chapter proposes a fledging supervision practice framework, referencing the work of Raelin (2003) by positing supervision relationships as a place where relational leadership emerges (Henry & Wolfgramm, 2015). What follows is an asynchronous dialogue between an Aboriginal supervisor and her two Aboriginal research students in an attempt to strike a theoretical framework that houses the kinds of values we practice in our research supervision relationship. All authors speak in the first person, disrupting the otherwise more scholarly tone of the chapter. We think that this presents the tensions faced in Indigenous research as we attempt to uphold Indigenous voices as well as attend to creating scholarly knowledge inside the academy.
|Title of host publication||Indigenous postgraduate education|
|Subtitle of host publication||Intercultural perspectives|
|Editors||Karen Trimmer, Debra Hoven, Pigga Keskitalo|
|Publisher||IAP San Bernardino|
|Publication status||Published - 2020|
Evans, M., Gainsford, A., & George, R. (2020). Respect and challenge: Relational leadership through Indigenous research postgraduate supervision. In K. Trimmer, D. Hoven, & P. Keskitalo (Eds.), Indigenous postgraduate education: Intercultural perspectives IAP San Bernardino.