Conclusion We have adopted many other approaches to help create a sense of belonging and support and to resist the alienation of students in post-graduate studies at UJ. This includes consistent and regular communication, regular availability, patience, flexibility and understanding of the context(s) of the students’ lives. As the opening quote by hooks (1994) affirms, through holistic engagements, we can use the post-graduate process of supervision and theory-making to promote intellectual production and answer big questions of contemporary African life that ultimately lead us to healing and success. References hooks, b. (1994). Teaching to Transgress: Education as the Practice of Freedom. Routledge: New York. McKenna, S. (2024). “Towards Collaborative Curriculated Postgraduate Education - Sioux McKenna”, Centre for Postgraduate Studies. Available at https://www.youtube.com/watch?v=NayATi1POyc Accessed on 15 August 2024. Mfecane, S. (2018). Towards African-centred theories of masculinity. Social Dynamics, 44(2), 291–305. https://doi.org/ 10.1080/02533952.2018.1481683 Motsemme, N. (2019). “DISCUSSION | Using social sciences in building a more just society”, SABC News, Nov 28, 2019. Available at https://www.youtube.com/ watch?v=9h_8n6kBYPU Accessed on 15 August 2024. Nko, K. (2024). Personal communication. Johannesburg. Siziba, T. (2024). “You want us to reveal secrets we are determined to be buried with…”: Imvelaphi and the Lived Experiences of Undisclosed Fatherhood and Paternal Misattribution in White City, Soweto – Johannesburg. Unpublished MA, Department of Anthropology and Development Studies. University of Johannesburg. We can use the post-graduate process of supervision and theory-making to promote intellectual production and answer big questions of contemporary African life that ultimately lead us to healing and success. Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2024 99
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