ABSTRACT. Postgraduate supervision constructed within Western knowledge systems has traditionally ignored the specificities of place and space within supervision pedagogy. So too, engagement with the body in supervision spaces has been minimal in dominant policy discourses about doctoral education and is largely regarded as dangerous knowledge. This paper draws upon Somerville’s (2010) productive conceptual framework for place-responsive pedagogies to retrieve space in supervision pedagogy for a critical engagement with place and bodies. Given the increasing diversity of the student and supervisor bodies engaged in supervision, this paper also explores how supervision might become a postcolonial contact zone where difference might be grappled with in complex, respectful and generative ways. pp. 60–80

Keywords: postgraduate supervision; doctoral education; place; bodies; place-responsive pedagogies