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Published Version (Advanced Access)CC BY V4.0, Open Access
Journal article
Indigenous Doctoral Education Policies in the Global South: Postcolonial Policy Borrowing in Aotearoa New Zealand, Australia and South Africa
Higher Education Policy, Vol.Advanced access
2025
Appears in UniSC Supported Open Access Outputs
Abstract
While decolonising education policy has attracted much rhetoric, consistent if slow policy change in doctoral education has been evident in the Global South. In former settler/invader colonies, a commitment to social justice necessarily involves addressing the ongoing wrongs of colonisation, with a special focus on changing the conditions of doctoral education for Indigenous peoples. This paper traces policy developments for Māori doctoral students in Aotearoa New Zealand; First Nations Australian doctoral students in Australia and Black majority students in South Africa. This paper draws upon a postcolonial policy borrowing theoretical framework, which foregrounds the academic survivance and sovereignty of First Nations and culturally diverse activists in driving policy borrowing from other First Nations and culturally diverse communities around the globe as the vital catalyst for shifting mainstream national racist discourses and practices and generating sustainable policy change. Secondly, it builds upon Mignolo’s ideas of pluriversality. This article foregrounds the role of Indigenous activists and student and researcher networks and the revival of First Nations and other community languages in doctoral education across Aotearoa New Zealand, Australia and South Africa. We conclude that sustainable change in doctoral education policy will only begin when policy makers begin to enact decolonial policy transfer.
Details
- Title
- Indigenous Doctoral Education Policies in the Global South: Postcolonial Policy Borrowing in Aotearoa New Zealand, Australia and South Africa
- Authors
- Catherine Manathunga (Corresponding Author) - University of the Sunshine Coast, Queensland, Indigenous and Transcultural Research CentreMaria Raciti (Author) - University of the Sunshine Coast, Queensland, Indigenous and Transcultural Research CentreHinekura Smith (Author) - The University of QueenslandJing Qi (Author) - RMIT UniversityMoyra Keane (Author) - University of JohannesburgShireen Motala (Author) - University of JohannesburgSindi Msimango (Author) - University of South AfricaGert van der Westhuizen (Author) - University of Johannesburg
- Publication details
- Higher Education Policy, Vol.Advanced access
- Publisher
- Palgrave Macmillan Ltd.
- DOI
- 10.1057/s41307-025-00422-2
- ISSN
- 1740-3863; 0952-8733
- Copyright note
- This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
- Organisation Unit
- School of Business and Creative Industries; Indigenous and Transcultural Research Centre
- Language
- English
- Record Identifier
- 991161645902621
- Output Type
- Journal article
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