Significance and gap: Incorporating First Nations knowledge systems into doctoral supervision can bring deeper connections between students and supervisors. The wise ways of Aboriginal and Torres Strait Islander peoples can uplift Australian doctoral supervision, injecting fresh ideas while promoting appreciation for Country.
Methodology: We argue that First Nations knowledge systems can be placed at the centre of Australian doctoral education through life history methodologies (Dhunpath & Samuel, 2009; Goodson et al, 2017). Life history methodologies invite participants to articulate stories of their intellectual and cultural life journeys that have led them to research. Sharing stories honours First Nations cultural traditions and offers these narratives as a valuable contribution to others. Research stories weave past, present and future together revealing how the thread of an idea for a research project can be traced through time. The power of stories can be captured through the time mapping methodology developed by Manathunga and colleagues (2019).
Findings: We will present a sample of time maps from doctoral students and supervisors collected in our ARC Discovery Project. These time mapping chart the impact of First Nations and transcultural histories visually and aurally to create a story-based representation of the intersection of those moments when race, gender, class, geography, and cultures meet, interact, clash or synthesise; and how these intersections spark ideas and approaches to research.
Impact: [Re]Telling stories between students and supervisors can pave the way for a transformation in Australian doctoral education policy and practice towards more inclusive knowledge production.