Belonging in Science: Democratic Pedagogies for Cross-Cultural PhD Supervision

Autor/inn/en	Kandiko Howson, Camille; Kinchin, Ian M.; Gravett, Karen
Titel	Belonging in Science: Democratic Pedagogies for Cross-Cultural PhD Supervision
Quelle	In: Education Sciences, 12 (2022), Artikel 121 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kandiko Howson, Camille) ORCID (Kinchin, Ian M.) ORCID (Gravett, Karen)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Concept Mapping; Doctoral Students; Knowledge Level; Concept Formation; Supervisors; College Faculty; Cultural Pluralism; Science Education; Doctoral Degrees; International Cooperation; International Programs; Global Approach; Teacher Student Relationship; Theses; Inclusion; Diversity + Suchen Sie Ihr Suchwort? Concept Map; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Wissensbasis; Concept learning; Begriffsbildung; Fakultät; Kulturpluralismus; Naturwissenschaftliche Bildung; Doctoral degree; Doktorgrad; Internationale Kooperation; Internationale Zusammenarbeit; Globales Denken; Teacher student relationships; Lehrer-Schüler-Beziehung; These; Inklusion
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01