Anne Aguessy’s journey blends faith and academic excellence, highlighting the transformative power of pastoral supervision in doctoral education. Faith provided resilience during her doctoral challenges, deeply impacting her academic and spiritual paths.
My Journey of Faith and Academic Excellence
“Whatever you do, work at it with all your heart, as working for the Lord, not for human masters, since you know that you will receive an inheritance from the Lord as a reward. It is the Lord Christ you are serving.” Colossians 3:23-24 (NIV)
This quotation serves as an introduction to my odyssey of faith and academic achievement, as well as my response to the personal trauma I encountered during my doctoral journey. It is valuable to share my experiences as both a religious sister and an educator, illustrating the challenges inherent in expressing one’s faith within a diverse and multifaceted environment. Simultaneously, I elucidate the influence of my faith on my professional life.
The initial segment deals with the distinctive journey of faith and its repercussions for both my academic and religious spheres. The second segment addresses the comprehension of challenges and trauma experienced by those under supervision referring to my experience, while the final part expounds upon the ramifications of trauma on supervisees through the avenue of pastoral supervision.
The title “My Journey of Faith and Academic Excellence: Empowering University Students Through Pastoral Supervision” encapsulates the narrative of my personal and professional trajectory. Indeed, my foray into a noteworthy realm of service and spirituality commenced with my affiliation with the community of religious sisters in Benin. This trajectory towards academic distinction commenced when I heeded the call to pursue higher education at a university, following several years of teaching at the primary school level. As a religious sister, I was cognizant that my academic pursuits would be intricately linked to the mission of my religious community. Driven by a profound faith and an ardent desire to effect positive change, my journey has led me to embrace education as a potent instrument for empowerment, fostering continual growth and transformation.
During my university studies, I faced various challenges and opportunities for personal growth. The demanding curriculum required significant time and effort but provided numerous chances to integrate my faith into my studies and overcome challenges. Engaging in education deepened my understanding of both my academic and spiritual journey.
After completing my studies, I felt a strong calling to work as an English teacher. I began my teaching career in high school and later moved on to lecturing at the university after earning my Ph.D. As an Assistant Professor, my research focuses on exploring the connections between American literature and civilizations. I delved into the works of African American writers and analyzed the African diaspora experience to shed light on the complexities of identity, race, and social justice.
These choices stem from my deep desire to contribute to promoting Christian values in the academic world. I am fortunate to guide students in their language skills through mentoring and pastoral supervision. Combining my commitment to religious life and my passion for English language education, I aim to create an inclusive and holistic learning environment that nurtures the minds, hearts, and spirits of doctoral candidates in Benin.
As an African scholar and religious person, I bring a unique perspective and cultural richness as well as a pastoral approach to the field of English language supervision. I firmly believe that supervision is an educational tool that could lead to a transformative force capable of transcending boundaries and empowering individuals to reach their full potential. These achievements are motivated by the strong belief that as James acknowledged “faith by itself is dead, if it is not accompanied by action.” James 2:17 (NIV)
Through pastoral supervision, I aim to create a safe and supportive environment where doctoral candidates can freely express themselves. I offer guidance and support to those who seek it. Additionally, I strive to serve as a role model for my doctoral candidates by embodying my religious values of honesty, endurance, qualitative work, dedication, and service. By balancing academic excellence with a strong commitment to faith, I hope to demonstrate to my doctoral candidates the importance of integrating their own spiritual values into their studies and future careers and working towards personal growth and faith development.
During my career as a lecturer, my love for supervision emerged as I witnessed the profound impact that supervision can have on doctoral supervisees and on the quality of the research work. I dedicated myself to instilling a love for supervision, cultivating critical thinking skills, and nurturing a thirst for knowledge.
As a religious African sister and supervisor, I embraced a holistic approach to supervision that went beyond academic development. Guided by the principles of my religious community, I created a safe and inclusive learning and research environment where supervisees could grow intellectually, emotionally, and spiritually. I recognized the interconnectedness of character formation, values education, and academic excellence, fostering the holistic growth of each supervisee and individual.
Understanding the challenges and trauma of doctoral candidates
Semantically, trauma refers to an experience or event; nevertheless, people use the term interchangeably to refer to either a traumatic experience or event, the resulting injury or stress, or the longer-term impacts and consequences (Briere & Scott, 2006). It can be physical, emotional or psychological in nature and often leaves a lasting impact on a person’s mental and emotional well-being.
My involvement in supervision deepened my understanding of the traumatic experience faced by the doctoral candidates. During my doctoral supervision, I went through challenges, such as limited resources, inadequate infrastructure, and cultural biases which hindered the supervision work. I went through some obstacles when I was supervised, such as juggling multiple roles and responsibilities as conducting the daunting task of research work, teaching at a high school far from my university, attending classes, and fulfilling community duties. Furthermore, I faced the challenges of balancing personal, communitarian, and professional life, leading to feelings of guilt or burnout. Additionally, staying up-to-date with the latest research and literature in my field with limited resources and keeping track of relevant articles, books, and publications are other challenges. Besides, I faced setbacks and uncertainties about my ability to complete the thesis and my relationship with my doctoral supervisor impacted on my experience, progress, and even my religious life. All these experiences can be traumatizing if my faith did not drive me. – What could be the definition of trauma on supervisees within the context of academic supervision Trauma is a profound distressing and disturbing physical emotional, psychological experience that overwhelms the person’s ability to cope.
In my capacity as a doctoral supervisor within African universities, I have come to recognize that doctoral candidates are grappling with conditions akin to those I personally underwent. Furthermore, they contend with the distressing issues of sexual harassment and abuse. These pervasive and traumatizing obstacles necessitate formidable efforts to surmount. In my role as a doctoral supervisor over the years, those under my guidance confront challenges related to securing funding, managing finances, and meeting academic requirements.
At times, they find themselves overwhelmed in the initial stages of the doctoral program, particularly during the identification of their research area of interest and the development of a research proposal. This process involves extensive reading and critical thinking, and the task of narrowing a broad topic into a focused research project can be notably challenging. As a person of religious conviction, I am compelled to adeptly navigate this traumatic phase of supervision alongside them.
When sharing my background as a religious sister and educator, my focus centers on the key moments of trauma that have directly influenced both my academic and supervisory journey. My objective is also to underscore the intersection between my faith and my unwavering commitment to education. In doing so, I have endeavored to briefly recount specific instances from my personal experiences that illuminate the formidable challenges I encountered and the profound impact of trauma on those whom I supervise.
Responding to the Impact of trauma on supervisees through pastoral supervision
Pastoral supervision could be utilized to respond to the trauma supervisees face during supervision. It consists in providing considerable personal care and support but not necessarily in a task-driven directive capacity (Gatfield, 2005). In fact, collaborating with my fellow religious sisters, educators, and community and university leaders, I actively advocated for change, striving to improve access to quality supervision for all by being approachable, caring for doctoral supervisees and taking keen interest in them. Through my engagement with the university, I witnessed the transformative power of supervision in empowering doctoral candidates I help them gaining confidence, discovering their talents, and embracing opportunities they once deemed unattainable by providing an empathic caring and listening.
These experiences reaffirmed my conviction in the role of supervision as a catalyst for positive change. Because as said in Proverbs “Commit to the Lord whatever you do, and he will establish your plans.” Proverbs 16:3
Today, as a religious sister and supervisor, I remain steadfast in my dual vocation of serving God and empowering others through supervision. I continue to pursue excellence in supervising and promoting a spirit of inclusivity and unity. As wrote in Philippians “I can do all this through him who gives me strength.” Philippians 4:13 (NIV)
My journey in religious life and academia stands as a testament to the power of faith, supervision, and service. By harmonizing these elements, I aspire to make a meaningful impact on the lives of individuals and the development of supervision in Benin. Together, let us embark on a journey of faith and supervision, empowering generations through transformation. As CREST Training Course of Supervisors of Doctoral Candidates in African Universities stated supervisors need to insist students write throughout the doctoral journey.
In the course of supervising, it is important to improve time management and prioritization skills. It is important to stay motivated, persevere through obstacles, and maintain a sense of momentum throughout the process. It is essential to better the relationship with supervisors by learning how to communicate with them effectively, set boundaries, and seek guidance when needed. Navigating a doctoral journey demands substantial time and dedication, potentially affecting personal relationships, hobbies, and self-care. Thus, both supervisors and supervisees must actively seek professional networks and growth opportunities
Conclusion
In conclusion, my tenure as an Assistant Professor and English Language Lecturer at the University of Abomey-Calavi (UAC) reflects a harmonious blend of academic prowess and a steadfast commitment to pastoral supervision. Through my specialization in American Literature and Civilizations, my aspiration is to inspire and equip supervisees with the essential skills and knowledge to confidently navigate the globalized world. Together, let us illuminate minds, bridge cultures, and empower generations through the transformative influence of pastoral supervision.
On the whole, my journey, interweaving faith and academic excellence, has proven to be a catalyst for positive transformation. It has afforded me the opportunity to merge my enthusiasm for supervision with a profound dedication to the high-quality research undertaken by supervisees. By empowering doctoral candidates through pastoral supervision, my aim is to motivate them to realize their full potential academically, personally, and spiritually.
Rooted in my religious background, faith became my coping mechanism for the traumatic experiences I encountered during my own doctoral supervision. This faith, in turn, guides my pastoral approach in supervising doctoral candidates. It is imperative to unite this trinity of faith, academic excellence, and pastoral supervision for the benefit of doctoral students.
In the course of supervising doctoral candidates, I have observed that they often grapple with similar traumatic conditions. This realization prompts a critical question: How can we raise awareness among all stakeholders in higher education, including academic and administrative personnel, university and political authorities, parents, and community leaders, to enhance the doctoral supervision process? This query underscores the need for collective efforts to improve the overall doctoral experience for students, fostering an environment that is conducive to both academic and personal growth.
Anne Nathalie Jouvencia Agossi Aguessy
Social Sciences, Humanities and Arts at University of Abomey-Calavi, Benin
