20 years of Radical Disaster Interpretations: reflections and aspirations (RADIX @ 20!). Conversation on disasters: deconstructed on 13 October 2021

Purpose: This conversation presents the reflections from five prominent disaster scholars and practitioners on the purpose of Radix – the Radical Disaster Interpretations network – as the authors celebrate its 20th anniversary. / Design/methodology/approach: This paper is based on the conversations that took place on Disasters: Deconstructed Podcast livestream on the 13th October 2021. / Findings: The conversation reflects on personal and professional journeys in disaster studies over the past 20 years and on what needs changing in order to make disaster interpretations more radical. / Originality/value: The conversation contributes to the ongoing discussions around explorations of radical pathways for understanding and preventing disasters

Doctoral supervision across worlds: comparative supervisor lenses exposed through online collaborative workshops

We present early analysis of comparative affordances and constraints of online workshops designed to support systematic and academically-informed doctoral supervision. The original English enactment was transferred to a southern African context involving universities in Namibia, South Africa and Zambia as well as the initiating institution. We report on how contextual affordances and constraints impacted supervisor reflection on supervisory issues and their learning-for-practice from workshops. We use an institutional ethnographic approach to show that many supervisory issues and challenges are common across contexts, although practice still varies considerably even across colleagues working in cognate fields in the same university. However, local and national cultures and contexts also serve to constrain and impact the approaches to which supervisors feel they have access. The study is significant for evidencing a novel, transferable approach to affordable and sustainable supervisory development, while also informing more inclusive approaches to both doctoral education and transnational academic appreciation