The importance of higher degree research supervision is well studied and understood. There is also an increasing body of literature examining cross-cultural and intercultural supervision. Much less research, however, focuses on supervision experiences with Indigenous postgraduate students and their non-Indigenous supervisors. High-quality, culturally appropriate, and safe supervision is even more significant for Indigenous postgraduate students, who also have to deal with the ongoing inequities of colonialism in both higher education and broader society. The doctoral research at the centre of this article is undertaken by an Indigenous person who is supervised by two non-Indigenous settler academics in geography. Drawing on Indigenous and non-Indigenous scholarly research, we provide narrative examples of some of the complexities and possibilities experienced through the research process and supervisory relationship. The article does not present an argument for a best practice model in intercultural supervision, nor does it make recommendations or argue for standardised practices in geography. Instead, we seek to contribute to emerging discussions on Indigenous doctoral supervision in settler colonial contexts and, in doing so, highlight spaces of resistance as we challenge conventional supervisory relationships and knowledge making practices.

中文翻译：

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引发对话：土著跨文化博士生监督

对更高学位研究监督的重要性进行了深入研究和理解。还有越来越多的文献研究跨文化和跨文化监督。然而，很少有研究关注土著研究生及其非土著导师的监督经验。对于土著研究生来说，高质量、文化上适当和安全的监督更为重要，他们还必须应对高等教育和更广泛社会中持续存在的殖民主义不平等现象。本文中心的博士研究由一名土着人进行，该人由两名非土着定居者的地理学学者监督。借鉴土著和非土著学术研究，我们提供了通过研究过程和监督关系经历的一些复杂性和可能性的叙述性例子。这篇文章没有为跨文化监督中的最佳实践模式提出论据，也没有提出建议或争论地理学的标准化实践。相反，我们寻求为定居者殖民背景下关于土著博士监督的新兴讨论做出贡献，并在这样做时强调阻力空间，因为我们挑战传统的监督关系和知识创造实践。