Igniting a conversation: Indigenous intercultural doctoral supervision

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.