Module 1, Session 2: Supervision with a humanizing pedagogy

[Faith Kandie]

#5447

Thanks a lot for the PowerPoint. It gave very good insights on exclusion. Some of these factors we easily do not consider them during supervision but end up being assumed. Quite insightful!

[Philippa Irvine]

#5459

While I was thinking about knowers and knowledge within my discipline, Geography, I realised the way in which we ‘do’ research is always changing. A student of mine has had a lot to teach me about the ways in which new technologies can assist the research process. I am thinking particularly about the software that is available in the digital age. From software that maps the connections between different journal articles to apps that transcribe audio files to text… These are all things that have appeared in the realm of academia recently and I am not necessarily keeping up with. This innovation is going to change the way we do things and we need to stay up to date with these changes so that we can support students and tailor our supervision to incorporate new ways of ‘doing’. I, myself, have made the transition to using referencing software (Mendeley) and audiobooks (which I find easier than reading dense text).

The technological advancements that have occurred even since I began studying 16 years ago are massive. Knowledge is now increasingly available and information seems to be within reach quickly and easily. What this means is that there has been a bit of a shift in teaching/supervision – our aims have been refined or should be. Accessing knowledge is simple (and even overwhelming), but understanding it, assessing it, and thinking critically about it is more and more necessary in the world we live in.

[Mary Ann Hood]

#5461

Very thought-provoking information and questions set in the PPT. I think another ‘exclusion’ could be the lack of role models in one’s family. For example, if a student is the first one to have a Higher Education experience.
Overall, viewing supervision through a humanizing lens provides a more holistic understanding of the student experience.

[Stella Onyiego]

#5545

very provoking and informative presentation. Most us might be guilt of the same without knowing. Most of the time most of us keep on complaining abt students not being able to do so many things but we do not think its our responsibility to induct them into the new way of thinking and doing things we fail most of the time to differentiate undergraduate and Postgraduate. Our role is to provide a supportive environment for the students to find their voice instead of criticizing them.This presentation has made me change my approach to supervision of students. Above all we also need to account for individual differences.

[Philomena Ngugi]

#5564

Great insights in the presentations that are thought-provoking. Students’ social aspects differ and each student should be treated differently putting into consideration their contexts.

[Kabahima James Justus Kamukama]

#5593

The experienced professors might tend to think in this wrong way, and unintentionally.

Regarding social beings researchers- this sunk well. What about if a professor put him/herself in a position to learn from their students? Especially that all are different social beings

[Kabahima James Justus Kamukama]

#5594

There are situations where funded students (normally international students) get priority treatment. The reasoning is normally that they need to get back, their visas will expire or the project/funding will end. In the same way, the funded/international students want to finish their research and head home, so will work hard. Countries can be expensive too. In addition, professors have an incentive to supervising funded students as there are often some allowances, or side funding for publications or dissemination. This contributes to social discrimination

[Gollaz Moran Azucena]

#5633

I think the reflection proposed by the ppt is highly relevant. I agree that higher emphasis should be to analyze the expectations are set. However, I think another main important main to think further is what is humanizing pedagogy and what are their main components.

[Kevin C. K. Ma]

#5675

I find it interesting to think about barriers to knowledge creation (who gets to do postgraduate studies). Science has been heavily shaped by coloniality because science in many countries started under a colonial structure and, indirectly over time, many of those in the field are today’s gatekeepers of knowledge (they supervise students, decide what papers are published).

[Catherine Parkinson]

#5689

I think the idea of managing various issues but particularly things such as culture are vital. As much as one might want to downplay the power dynamics in the supervisory relationship we all come to relationships with certain understandings of hierarchies, and who automatically gets respect etc. Therefore despite one’s best effort to perhaps not want to refer to titles to even the playing field this might be what makes a specific student comfortable in the relationship. Ultimately, it requires continuous reflexive thinking about the relationship and open communication.

[Blessing Mabate]

#5731

The PowerPoint presentation got me thinking about a lot of things. For example, from a supervisor or mentor role, it is common to assume or believe students or mentees must come with certain skills, however, this is rarely the case. The PowerPoint brings about the realisation that supervisors may be experts in their field and research but must guide the students stepwise to empower their students to learn and be able to contribute meaningfully. Regarding social exclusion, demographics and funding policies contribute immensely to who gets to study nowadays!

[Rose Burugu]

#5771

I agree with the insights shared in the power point slides. I think its very important as we admit students to p/g studies, to understand their background, interest and hence capacity to pursue the course to completion amidst the pressure and expectations that come with the program. In many instances, we assume that a first class / pass students at p/g will easily pursue the course in the scheduled time frame hence missing the gaps that could ensure 100% support to the candidate noting they are different in strength and weaknesses. For P/G candidates to be knowledge adept, it would be essential to encourage the candidates to be critical thinkers and also be able to appreciate the new world undertakings in research work

[Eunice Namuyenga Toko]

#5839

This was very interesting and quite insightful. Wholistically, supervision is a process that should consider the student’s strengths and weaknesses,—as a supervisor, putting yourself in the student’s shoes. Successfully inducting students into the new world of powerful knowledge highly depends on the extent to which the ways of operating in the new world are made clear to them.
Supervision is a responsibility that should be taken up and done selflessly with passion.

[Nyiko Condry Ngobeni]

#5908

The factor that could compromise academic focus is having to balance between study and work it is not easy.

[Kabahima James Justus Kamukama]

#5955

What comes to mind is that students are the main subjects. Supervisors also have contexts and were exposed to different circumstances. Is it possible to find a middle ground where we both understand each other?

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