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Belonging in science: democratic pedagogies for cross-cultural PhD supervision

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Title: Belonging in science: democratic pedagogies for cross-cultural PhD supervision
Authors: Kandiko Howson, C
Kinchin, IM
Gravett, K
Item Type: Journal Article
Abstract: This research used Novakian concept mapping and interview techniques to track changes in knowledge and understanding amongst students and their supervisors in the course of full-time research towards a laboratory science-based PhD. This detailed longitudinal case study analysis measures both cognitive change in the specific subjects that are the topic for research, and the understanding of the process of PhD level research and supervision. The data show the challenges for students and supervisors from different national, ethnic, cultural, and academic backgrounds and traditions with a focus on how this impacts the PhD research process and development. Working cross-culturally, and often in a setting different from either the student or the supervisor’s background and training, can lead to a lack of common language and understanding for the development of a pedagogically oriented supervisory relationship. Documenting change in knowledge and understanding among PhD students and their supervisors is key to surfacing what the joint processes of mutual democratic research and of supervision may entail. This study explores how one of these key processes is a student’s developing sense of belonging (or non-belonging). Specifically, this paper engages the concepts of belonging, and democratic education through mutual learning, to explore the practices of working across national, cultural, ethnic, and diverse academic backgrounds, for both supervisors and students. Doctoral study is understood as a situated context in which belonging also acts as a gateway for who can join the global scientific community.
Issue Date: Feb-2022
Date of Acceptance: 4-Feb-2022
URI: http://hdl.handle.net/10044/1/112926
DOI: 10.3390/educsci12020121
ISSN: 2227-7102
Publisher: MDPI AG
Journal / Book Title: Education Sciences
Volume: 12
Issue: 2
Copyright Statement: © 2022 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Publication Status: Published
Article Number: 121
Online Publication Date: 2022-02-10
Appears in Collections:Central Faculty



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