6 - Compassionate Imagination and Respect for Student Diversity1 in Effective Doctoral Supervision in African Universities
Corresponding Author(s) : Saidah Mbooge Najjuma
Revue de l’enseignement supérieur en Afrique,
Vol. 18 No 2 (2020): Revue de l’enseignement supérieur en Afrique: Numéro spécial sur Les universitaires de niveau intermédiaire et le leadership dans les universités africaines
Résumé
La réalisation de l’objectif du parcours doctoral par le biais d’une interaction productive exige que l’étudiant et le superviseur débattent des opinions intellectuelles de chacun, ce qui signifie qu’il faut relever tous les défis de diversité posés par l’étudiant. Selon Vilakazi (2016), les superviseurs adoptent l’idée d’une justice démocratique qui contribue à la société en supervisant les étudiants, en utilisant leur expertise pour protéger les droits des étudiants, en permettant une discussion convaincante et en les exposant à un apprentissage critique. Cela se fait par l’interaction des voix, des cultures, des valeurs et des perspectives, au milieu des différences. Pourtant, une discussion sur la diversité peut être source d’incertitude, d’anxiété et d’autres inconforts (Nieminen et Valcke 2018) qui, s’ils ne sont pas bien gérés, peuvent plomber l’étudiant. Identifier, accepter et comprendre les différences et les similitudes qui existent entre certains étudiants et leurs superviseurs, afin d’utiliser pleinement leurs talents et leurs capacités pendant la relation de supervision, reste une contribution importante à la création de connaissances. Cet article explore la notion d’imagination compatissante comme catalyseur pour concrétiser le respect de la diversité des étudiants dans une supervision doctorale efficace.
Mots-clés
Télécharger la référence bibliographique
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- Mezirow, J., 2000, Learning as Transformation, San Francisco, CA: Jossey-Bass.
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- Sen, A., 1992, Inequality Re-examined, Oxford: Clarendon Press.
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- Terry, G., 2005, An Investigation into PhD Supervisory Management Style: Development of a Dynamic Conceptual Model and Its Managerial Implications, Journal of Higher Education Policy and Management, Vol. 127, No. 3, pp. 311–325.
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Les références
Agarwal, B., Humphries, J. and Robeyns, I., eds, 2004, Capabilities, Freedom, and Equality: Amartya Sen’s Work from a Gender Perspective, Delhi: Oxford University Press.
Banks, J. A., 2008, An Introduction to Multicultural Education, 4th ed, Boston, MA: Pearson.
Banks, J. A. and Banks, C. A., eds., 1995, Handbook of Research on Multicultural Education, New York: Macmillan.
Bartlett, B. J. and Elliot, S. N., 2008, The Contributions of Educational Psychology to School Psychology, in Gutkin, T. and Reynolds, C. R., eds, The Handbook of School Psychology, New York: Wiley, pp. 65–83.
Benaquisto, L., 2000, Graduate Supervision: Learning From Experience, McGill Journal of Education, suppl. 69, Reflections on Teaching and Learning: 30 Years at McGill.
Bøgelund, P., 2015, How Supervisors Perceive PhD Supervision—And How They Practice It, International Journal of Doctoral Studies, Vol. 10, pp. 39–55 (http://ijds.org/Volume10/IJDSv10p039-055Bogelund0714.pdf ).
Boughey, C. and McKenna, S., 2018, Negotiating the supervisory relationship: Making expectations explicit and negotiating the roles openly as key means of building supervisory relationship, Course Material, Module 3: DIES/CREST Training Course for Supervisors of Doctoral Candidates at African Universities, Stellenbosch: Stellenbosch University.
Castells, M., 1991, The Information City: A New Framework for Social Change, The City in the 1990s Series, Lecture 3, Research paper 184, Toronto: Center for Urban and Community Studies, University of Toronto.
Clegg, S., McManus, M., Smith, K. and Todd, M. J., 2006, Self-Development in Support of Innovative Pedagogies: Peer Support Using Email, International Journal for Academic Development, Vol. 11, No. 2, pp. 91–100.
Dancy, T. E., 2010, Managing Diversity—(Re) Visioning Equity on College Campuses, New York: Peter Lang, Inc.
Dialogue on Innovative Higher Education Strategies/ Centre for Research on Evaluation, Science and Technology (DIES/CREST) 2018, Training Course for Su- pervisors of Doctoral Candidates at African Universities, Stellenbosch University.
Dysthe, O. A., Mare, S. A. and Westerheim, K., 2006, Multivoiced Supervision of Master’s Students: A Case Study of Alternative Supervision Practices in Higher Education, Studies in Higher Education, Vol. 3, No. 1, pp. 299–318.
Egan, R., Stockley, D., Brouwer, B., Tripp, D. and Stechyson, N., 2009, Relation- ships Between Area of Academic Concentration, Supervisory Style, Student Needs and Best Practices, Studies in Higher Education, Vol. 34, No. 3, pp. 339–345.
Enhancing Postgraduate Environments, 2017 (http://postgradenvironments. com/2017/02/24/pg-studies-project-teams/).
Fernandez-Duque, D. J., Bair, D. and Posner, M. I., 2000, Executive Attention and Metacognitive Regulation, Consciousness and Cognition, Vol. 9, pp. 288–307.
Freire, P., 1970, Pedagogy of the Oppressed, New York: Seabury Press.
Frick, L., Albertyn, R. and Rutgers, L., 2010, The Socratic Method: Adult Educa- tion Theories, Course Material, Module 4: DIES/CREST Training Course for Supervisors of Doctoral Candidates at African Universities, Stellenbosch: Stellenbosch University.
Goffman, E., 1974, Frame Analysis: An Essay on the Organization of Experience, New York: Harper, Torchbooks.
Government of Uganda, 1995, The Constitution of the Republic of Uganda, Kam- pala: Government of Uganda.
Grant, B., 1999, Walking on a Rackety Bridge: Mapping Supervision, Paper presented at the HERDSA International Conference, Melbourne, Australia.
Grant, B. M., 2005, Fighting for Space in Supervision: Fantasies, Fairytales, Fictions and Fallacies, International Journal of Qualitative Studies in Education, Vol. 18, No. 3, pp. 337–354.
Grant, B. and Manathunga, C., 2011, Supervision and Cultural Difference: Rethink- ing Institutional Pedagogies, Innovations in Education and Teaching International, Vol. 48, No. 4, pp. 351–354.
Grant, C. A., and Lei, J. L., eds., 2001, Global Constructions of Multicultural Education: Theories and Realities, New York: Routledge.
Green, B., 2005, Unfinished Business: Subjectivity and Supervision, Higher Educa- tion Research & Development, Vol. 24, No. 2, pp. 151–163.
Green, M., 1988, The Dialectic of Freedom, New York: Teachers College Press. Green, P. and Bowden, J., 2012, Completion Mindsets and Contexts in Doctoral
Supervision, Quality Assurance In Education, Vol. 20, No. 1, pp. 66–80 (http://doi.org/10.1108/09684881211198257).
Izama, V. S. and The Cross-Cultural Foundation of Uganda (CCFU), 2013, Man- aging Diversity in African Universities: Living and Challenging Difference on Four Ugandan Campuses, Pluralism Working Paper Series, No. 11, Kampala: Pluralism Knowledge Programme.
Jessop, B., 2007, Knowledge as a Fictitious Commodity: Insights and Limits of a Polanyian Analysis, in Buğra, A. and Ağartan, K., eds, Reading Karl Polanyi for the Twenty-First Century: Market Economy As A Political Project, New York: Palgrave Macmillan (http://bobjessop.org/2014/01/14/knowledge-as-a-fictitious-commodity-insights-and-limits-of-a-polanyian-perspective).
Kearns, H., Gardiner, M., Marshall, K. and Banytis, F., 2006, The PhD Experience: What They Didn’t Tell You At Induction, Adelaide: Flinders University, Staff Development and Training Unit.
Keefer, J. M., 2015, Experiencing Doctoral Liminality as A Conceptual Threshold and How Supervisors Can Use It, Innovations in Education and Teaching Inter- national, Vol. 52, No. 1, pp. 17–28 (DOI:10.1080/14703297.2014.981839).
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Keesing, R. M., 1990, Theories of Culture Revisited, Canberra Anthropology, Vol. 13, No. 2, pp. 46–60.
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Manathunga, C., 2009, Research as An Intercultural ‘Contact Zone’ Discourse, Studies in the Cultural Politics of Education, Vol. 30, No. 2, pp. 165–177.
McMorland, J., Carrol, B., Copas, S. and Pringle, J., 2003, Enhancing the Practice of PhD Supervisory Relationship Through First- And Second-Person Action Research/Peer Partnership Inquiry Forum, Qualitative Social Research, Vol. 4, No. 2, Art. 37 (http://nbn-resolving.de/urn:nbn:de:0114-fqs0302371).
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Nussbaum, M., 2011, Creating Capabilities: The Human Development Approach, Cambridge, MA: Belknap Press.
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Procee, H., 2006, Reflection in Education: Kantian Epistemology, Education Theory, Vol. 56, No. 3, pp. 237–253.
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J. and Robeyns, I, eds, 2004, Capabilities, Freedom, and Equality: Amartya Sen’s Work from a Gender Perspective, Delhi: Oxford University Press.
Sen, A., 1992, Inequality Re-examined, Oxford: Clarendon Press.
Sleeter, C. and Grant, C. A., 2003, Making Choices for Multicultural Education: Five Approaches To Race, Class And Gender, New York: John Wiley and Sons.
Sleeter, C. and Stillman, J., 2005, Standardizing Knowledge in A Multicultural Society, Curriculum Inquiry, Vol. 35, No. 1, pp. 27–46.
Terry, G., 2005, An Investigation into PhD Supervisory Management Style: Development of a Dynamic Conceptual Model and Its Managerial Implications, Journal of Higher Education Policy and Management, Vol. 127, No. 3, pp. 311–325.
Topp, R. L., 1999, Critical Thinking: A Challenge for Professionals and Students, in Johnson, J. and Fedje, C., eds, Family and Consumer Sciences Curriculum: Towards a Critical Sciences Approach, Mission Hills, CA: Macmillan/McGraw Publishing, pp. 156–66.
Trafford, V. and Leshem, S., 2009, Doctorateness as a Threshold Concept, Innovations in Education and Teaching International, Vol. 46, No. 3, pp. 305–316.
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