Enacting Reciprocity: Indigenous Game-Changing Advice on Supervision From Indigenous Doctoral Students and Faculty

• In Event: Parenthood, Partnerships, and Promise in Indigenous Higher Education

Abstract

This paper examine the early phases of Indigenous doctoral supervision by investigating the relational commitments that can support Indigenous game changing strategies. Methodologically, I engaged Indigenous Storywork methodology for 27 conversations with Indigenous doctoral students, and faculty supervisors at British Columbia universities in Canada. The stories shared in this paper provide advice for future graduate students and faculty supervisors interested in balancing the complexity of Indigenous relational commitments for supervision with university institutional regulations. A key theme that emerged in the stories was the need for Indigenous doctoral students to “find the right team players” to wholistically support the early phase of a doctoral degree. Theoretically, I gesture towards Indigenous futurisms through Cree scholar, Karen Recollet’s (2019) concept of “Land-ing”.

Author

• Amy M. Parent, Simon Fraser University