De-colonising international collaboration: the University of KwaZulu-Natal-Mauritius Institute Education Cohort PhD Programme.
Date
2014
Journal Title
Journal ISSN
Volume Title
Publisher
Routledge.
Abstract
This paper explores the setting up of the partnership across the
Mauritian and South African higher education contexts with respect to
the development of a postgraduate PhD doctoral studies programme.
The Mauritian Institute of Education (MIE) aims to develop staffing
capacities through engagement with doctoral studies, especially in the
context of limited experience in doctoral supervision. The South African
model of doctoral cohort supervision at The University of KwaZulu-
Natal (UKZN) School of Education is a recent alternative model of
delivery in the building of these student and staff capacities through
shared ownership of the process and products of doctoral education and
development. This paper highlights the expectations, constraints and
enabling features of the setting up of the UKZN-MIE PhD programme
across international boundaries, driven by mutual reciprocity through
valuing of indigenous local knowledges, a non-colonising engagement
and innovative methodologies for postgraduate education. Adapting the
UKZN cohort model for the international context is the subject of this
paper. The paper draws on the experiences of the designers and deliverers
as well as users of this programme. The paper explores what drives
this form of international collaboration for both contracting partners in
the context of shifting conceptions of a teacher education institution.
Description
Keywords
International collaborative studies., Doctoral education., Migration.