<p>Recently, calls have been made for the young professoriate to rethink some of the dominant epistemologies and pedagogies in postgraduate supervision. This paper unpacks the complex dynamics and relations of power that define and shape the postgraduate supervisory relationship. The paper employs autoethnography as a research method to portray the author’s own evolution as a supervisor, engaging in self-reflexivity on the author’s mediation of academic, personal and cultural identities in the academy. Premised on a Foucauldian interpretation of power, the paper offers a decolonial critique of postgraduate supervision and its hegemonic cultural values that have historically (re)produced the postgraduate supervisory experience in a fast-growing Kenyan university. In so doing, the author reflexively explores their own personal attributes, experiences and practices while interrogating their supervisor-student relationship from academic, social, emotional and institutional perspectives. The paper’s findings highlight the strength of the Foucauldian power analytic in enabling supervisors to look back reflectively at their own experiences, and to unpack assumptions about power in supervision. While, all supervision is performative, the findings prime the qualitative ingredients of relational supervision as crucial in enriching the process. By challenging dominant epistemologies of supervision, we are able, through an ontology of becoming, to not only decolonize extant pedagogical practices, but also incorporate diverse ontological perspectives aimed at enabling the student to become more agential in their own scholarly journey.</p>