Decolonising master’s supervision by queering/enfletando the process: opening decolonial cracks through fleta reflexivity

Abstract

In 2021, one of this paper’s authors conducted research to obtain a master’s degree, while the other two worked as supervisors. The thesis aimed to explore the visions of pre-service biology teachers and teacher educators regarding sex education and gender diversities, recognising the relationship between those subjects and their possible tensions. In the thesis production cycle, there was an attempt to decolonise sex education in pre-service teacher education, a process of decolonising the context of academic supervision happened too. This paper illustrates the research process’ particularities, especially how queering [enfletando] the supervision process incorporated decolonial cracks through fleta reflexivity.

ABSTRACT (Spanish)

En 2021, uno de los autores de este artículo realizó una investigación para obtener su grado de magíster, mientras que las otras dos autoras fueron sus supervisoras. La tesis tuvo como objetivo explorar las visiones de futuros docentes de biología y formadores de formadores sobre la educación sexual y las diversidades de género, reconociendo la relación entre esos temas y sus posibles tensiones. En el ciclo de producción de la tesis, mientras hacíamos un intento de decolonizar la educación sexual en la formación inicial docente, también ocurrió un proceso de decolonización del contexto del mismo proceso de supervisión académica. Así, este artículo ilustra las particularidades de este proceso de investigación, especialmente cómo al enfletar [queering] el proceso de supervisión se incorporaron grietas decoloniales a través de lo que hemos llamado reflexividad fleta.

Keywords:

• Master’s supervision
• decolonial cracks
• fleta reflexivity

Acknowledgements

To Franscisco Salinas for his insights on the sociological aspects of our proposal.

Disclosure statement

The authors report there are no competing interests to declare.

Notes

1 We also put special attention to chilenisms as a form to depict our increasing familiarity and trust during the supervision meetings which became important when we interpret words such as ‘caleta’ or ‘picamiento’ in the second episode.

2 Esteban is the previous identification of Tebi.

3 Referring to a group of science schoolteachers (PRETeC) that meet to share their practice since 2010 where Corina and Paulina are members.