Entangled relationality across difference in doctoral education: the power of life histories and time mapping in supervision

Supervision is a complex enactment of research identity formation as well as the production of new knowledge and provides opportunities for the mutual research growth of both students and supervisors. At the heart of this embodied supervision pedagogy is an entangled relationality amidst student and supervisor difference that sparks new research directions and the generation of creative and complex ideas. The purpose of this paper is to illustrate how relationality across difference can be developed in supervision that seeks to learn from First Nations commitments to reciprocal relationality and inter-generational and intercultural pedagogies (Manathunga et al., 2022; Keane et al., 2023). Drawing upon a combination of postcolonial and decolonial theory (Chakrabarty, 2007; Smith, 2020; Maldonado-Torres, 2011) and life history (Dhunpath & Samuel, 2009; Goodson et al, 2017) and visual time-mapping methodologies (Manathunga et al., 2021), we seek to illustrate how entangled relationality in supervision amidst student and supervisor diversity operates. Life history and time mapping methodologies were used with invite 43 students and 57 supervisors to articulate stories of their intellectual and cultural life journeys that have led them to research and form the basis of deep relationality between doctoral students and supervisors. The research uncovered how understanding more about each other’s intellectual and cultural life journeys and motivations for engaging in research creates opportunities for mutually trusting and respectful relationality in supervision. We also found that cultural differences can act as key generator of learning and growth for students and supervisors. This paper discusses the implications of using life history and time mapping methodologies to build greater relationality between students and supervisors. The application of First Nations commitments to reciprocal relationality and inter-generational and intercultural pedagogies to doctoral supervision provides a unique lens through which to create additional opportunities to build relationality in doctoral supervision.