In his work, Thulani uncovers a wide range of factors, including interpersonal relationships and socio-cultural dynamics, as well as the economic and political factors in space and place that serve as propellers for both paternal nondisclosure and misattribution. Using qualitative research tools such as life histories, participant and non-participant observations, focus group discussions, and in-depth semi-structured interviews, Thulani’s research offers alternative realities of ‘being’ in the Global South as a way to reconsider colonial, dominant frames of reference surrounding issues of health and well-being, care, masculinities, and biological reproduction. Using Imvelaphi and other Afrocentric cosmological and ancestral energies, Thulani provided much new knowledge through his work, going on to earn a book publishing deal with a leading academic publisher: a rare feat for a social science MA degree. In a higher education context, Thulani faces challenges relating to diminishing infrastructures for supervision, challenges with retention, and completion of post-graduate studies (Motsemme, 2019). How did Thulani achieve this? Below, we set out some approaches we employed both as the supervisor and the student to get to completion and to get there successfully. We argue, firstly, that thinking in the community and collaboratively with others is essential to successful post-graduate throughput for contemporary African students. Thinking with Others: Beyond ‘colonial’ supervision practices Sioux McKenna (2024) has observed that much of student supervision in South Africa is based on the Oxbridge Model. (https://www.youtube.com/watch?v=pRrHswir0es). As McKenna (2024) posits, this “colonial” model mirrors approaches to supervision at elite United Kingdom universities such as Oxford University and Cambridge University. This model sees supervision as a solitary act between the student and supervisor (“One-on-one” model), and as a result, lacks connection and knowledge created in conversation with other people. This often results in alienation, where post-graduate students feel alone and isolated in their postgraduate studies as they interact with their supervisor principally through their work. McKenna (2024) argues that this results in low throughput of post-graduate students and retention. To challenge the Oxbridge model, McKenna (2024) reminds us that “knowledge [is] not a solitary endeavour”. While I, Gcobani, did not have the language that McKenna (2024) gave me when I started supervising, retrospectively, I realise I have always engaged knowledge creation as a collective endeavour in my supervision practices. In many reflections I receive from post-graduate students I have supervised at the Honours, Masters and PhD levels, many use the plural “we” when they share about my supervision practices and approaches. While they are aware of the independent hard work they have put into their research, many see working with me as a form of “community work”, as Esihle Lupindo, another former MA (passed with Distinction) and now Fulbright Scholar, often attests in reflections he has shared. In the department, I have never had a student “drop out” from post-graduate studies, and I currently have the highest number of MAs, completion rate and retention in ADS. Part of this success comes from seeing supervision as a collective endeavour and “community work”, as we detail below. “Community work” in Supervision Practices and Approaches Below, I, Gcobani, set out three approaches that I believe have been central to my supervision successes in the department. 1. Feedback (48-hour turnaround time rule): My primary role as a supervisor is to help students produce the best possible dissertations in their field of research. Central to this is critical, rigorous and humane feedback to help them get there. I try as far as possible to provide a 48-hour turnaround time for feedback. I find students ‘lose momentum’ if I wait too long to provide feedback. Where I do not meet the 48 hour turnaround time, I ask them to ‘keep me accountable’ through reminders, calls and/ or emails. All post-graduate students have my number and permission to WhatsApp me. 2. Support: In promoting retention, I often find I have to provide support beyond just feedback on chapters and/or proposals. In supporting post-graduate students, I often provide forms of ‘treats’ with each milestone they reach in the supervision process (e.g. getting them a book on getting to the full draft) (Image 2). I do this to keep the students motivated and help them feel like they are “moving” in the research process and that each milestone they reach matters. Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2024 96
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