Transcultural and First Nations doctoral education and epistemological border-crossing: histories and epistemic justice

Jing Qi; Catherine Manathunga; Michael Singh; Tracey Bunda

doi:10.1080/13562517.2021.1892623

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Transcultural and First Nations doctoral education and epistemological border-crossing: histories and epistemic justice

Journal article

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Transcultural and First Nations doctoral education and epistemological border-crossing: histories and epistemic justice

Jing Qi, Catherine Manathunga, Michael Singh and Tracey Bunda

Teaching in Higher Education, Vol.26(3), pp.340-353

2021

DOI: https://doi.org/10.1080/13562517.2021.1892623

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Abstract

doctoral education

First Nations

transcultural

the Global South

History

epistemic justice

UniSC Diversity Area - Aboriginal and Torres Strait Islander Engagement

Existing literature on transcultural doctoral education remains largely silent about how history enters knowledge creation and the supervisory relationship. This paper draws upon Andzaldúa's borderlands theory and de Sousa Santo's theory on epistemologies of the South to examine the complex ways that history impacts upon First Nations, migrant, refugee and culturally diverse doctoral candidates' epistemological border-crossing. We explore how our life history study of 40 research candidates and supervisors across seven Australian universities casts new light on knowledge creation in transnational and First Nations doctoral education. Findings show research supervision as a multimodal process of epistemological border-crossing that is deeply embedded in intersected histories. We argue that a history-informed supervision approach demonstrates the deconstructive possibilities of epistemological border-crossing and contributes towards global epistemic justice.

Details

Title: Transcultural and First Nations doctoral education and epistemological border-crossing: histories and epistemic justice
Authors: Jing Qi (Author) - RMIT University
Catherine Manathunga (Author) - University of the Sunshine Coast, Queensland, School of Education and Tertiary Access
Michael Singh (Author) - Western Sydney University
Tracey Bunda (Author) - University of Queensland
Publication details: Teaching in Higher Education, Vol.26(3), pp.340-353
Publisher: Routledge
Date published: 2021
DOI: 10.1080/13562517.2021.1892623
ISSN: 1470-1294
Organisation Unit: Indigenous and Transcultural Research Centre; School of Education and Tertiary Access; University of the Sunshine Coast, Queensland
Language: English
Record Identifier: 99518307402621
Output Type: Journal article

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Web Of Science research areas: Education & Educational Research

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