Reimagining history in transcultural research education.

The first paper presents preliminary findings from interviews to illustrate how research supervisors and research candidates can locate time, place and diverse cultural knowleges at the centre of their knowledge co-construction. Specifically we explore participants’ explicit and implicit understandings of how Indigenous, migrant, refugee and international research candidates’ personal, cultural, geographical, linguistic and epistemological histories influence their creation of knowledge.  Data analysis highlights research supervision as a highly intercultural and dialogical process of knowledge co-construction that draws upon the interaction of five categories of histories. These include their personal and intellectual histories, cultural and national histories, the history of the fieldwork sites, the history of the country where the supervision/research takes place, and the history of knowledge in their disciplines.Our focus is to unpack the historical, intercultural, and dialogical exchange between research supervisors and research students.  The findings presented in this paper will include: 

key features of research supervisory historical, intercultural, and dialogical exchange across the interviews,
thick description of three case studies,
differences in relation to key factors such as the ‘discipline’.

We conclude the paper by outlining the ‘zone of proximal development’ where research supervisors and candidates can co-construct knowledge through engaging and interweaving multiple histories.