Being the supervisor: A duo‐ethnographic exploration of social justice in postgraduate health professions education

Abstract

AbstractBackgroundThere is growing global awareness of the importance of matters of equity and social justice. In health professions education (HPE), research has focused at undergraduate level and on health sciences curricula. Increasingly, health care professionals engage in HPE Master's and doctoral studies, where they are educated as curriculum designers and ‘producers’ of knowledge through their research. Considering their role in shaping what (and how it) is taught in health sciences curricula, questions can be asked about the extent to which postgraduate pedagogies are mindful of matters of social justice. As supervisors of postgraduate HPE students and as directors of such programmes, we interrogated and juxtaposed our perspectives on social justice and how these perspectives influence our postgraduate HPE supervisory and directing practices in our respective contexts.MethodologyUtilising a duo‐ethnographic approach, in which we each represented a site of enquiry, we generated data through written reflections and dialogic engagement framed around research questions about (1) our understanding of social justice, (2) how this influenced our practices as postgraduate supervisors and (3) how this influenced our practices and policies as directors of postgraduate studies. We recorded and transcribed our data generation meetings. Based on open coding of the transcriptions and written reflections, we constructed a conversation around our research questions. We integrated our reflexive journals in the conversation.Findings and DiscussionOur conversations were characterised by three sets of ideas involving the terminology around social justice, the complex nature of social justice, and the individual and social justice. These played out differently in our contexts, but they caution both of us against assumptions and encourage us to create time for conversations with our students, to consider what we ‘teach’ them, how we guide them and how we avoid gatekeeping their entry into the disciplinary space.