In this study, we explore a student-supervisor relationship and the development of relational and reflexive research identities as joint actions towards decolonizing management knowledge and practice. We frame a specific case of PhD supervision through he awa whiria the braided rivers metaphor, which emerges from Māori traditions. This metaphor recognizes a plurality of knowledge streams that can start from different sources, converge, braid and depart again, from the mountains to the sea. In this metaphor, each stream maintains its own autonomy and authority, but knowledge is created at an interface in partnership. We use this framing metaphor to illustrate the tensions between co-creating knowledge with an Indigenous community that a research student has kinship ties with and feels a strong affinity to, and navigating the institutional requirements for a PhD within a UK university. We surface two contributions that open up future possibilities for supervision, research and practice. The first is the use of the metaphor to frame the student-supervisor partnership and strategies for decolonizing management knowledge more broadly. The second is the requirement for relational and reflexive research identities in decolonizing management knowledge.

在这项研究中，我们探索了学生与导师的关系以及相关性和反思性研究身份的发展，作为实现非殖民化管理知识和实践的联合行动。我们通过he awa whiria构建了一个特定的博士监督案例辫状河流的隐喻，源自毛利人的传统。这个比喻认识了许多知识流，它们可以从不同的源头开始，汇聚、编织和再次离开，从山到海。在这个比喻中，每个流都保持着自己的自主权和权威，但知识是在合作的接口上创造的。我们使用这个框架比喻来说明与研究学生有血缘关系并感觉有很强亲和力的土著社区共同创造知识与在英国大学内导航博士学位的制度要求之间的紧张关系。我们提出了两个贡献，为监督、研究和实践开辟了未来的可能性。第一个是使用比喻来构建学生与导师的伙伴关系和更广泛的非殖民化管理知识的策略。第二个是在非殖民化管理知识中对相关性和反思性研究身份的要求。