The limits of ‘teaching and learning’: indigenous students and doctoral supervision

摘要: When exploring the supervision of indigenous doctoral students, a focus on teaching and learning hides as much it reveals. Explicit descriptions from students helpful practices mostly highlight everyday Western academic culture in action do not illuminate ways which identities impact on, or are impacted by, research education. Situated undertaken postcolonial context Aotearoa/New Zealand, this article draws interview data with 10 Māori to examine limitations ‘teaching learning’ framework for supervision. In so doing, suggests some considerations about that offer deeper insight, particularly non-indigenous supervisors, into distinctive issues might arise when working students.