In order to wrestle effectively with the problems facing our world in the 21st century, we need to draw together the vast array of knowledge systems that all human cultures have produced. This means creating space for Southern, Eastern and Indigenous knowledge in universities and developing more effective forms of intercultural communication. In a recent book, I argued that intercultural doctoral supervision could be a key site for the recognition and ongoing development of Southern, Eastern and Indigenous knowledge. In order for this to become possible, I suggested that there needs to be a serious commitment to understanding how place, time and knowledge play out in supervision across and between cultures. The purpose of this essay is to briefly outline my attempts to (re)read a range of "Southern" theoretical resources pedagogically and through interview data in order generate a series of implications for intercultural doctoral supervision.