Transcultural and First Nations doctoral education and epistemological border-crossing : histories and epistemic justice
Existing literature on transcultural doctoral education remains largely silent about how history enters knowledge creation and the supervisory relationship. This paper draws upon Andzaldua's borderlands theory and de Sousa Santo's theory on epistemologies of the South to examine the comple...
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Language: | English |
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2021
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Online Access: | https://doi.org/10.1080/13562517.2021.1892623 https://hdl.handle.net/1959.7/uws:63141 |
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ftunivwestsyd:oai:researchdirect.westernsydney.edu.au:uws_63141 2023-05-15T16:14:56+02:00 Transcultural and First Nations doctoral education and epistemological border-crossing : histories and epistemic justice Qi, Jing Manathunga, Catherine Singh, Michael (R10515) Bunda, Tracey 2021 print 14 https://doi.org/10.1080/13562517.2021.1892623 https://hdl.handle.net/1959.7/uws:63141 eng eng U.K., Routledge Teaching in Higher Education--1356-2517--1470-1294 Vol. 26 Issue. 3 No. pp: 340-353 XXXXXX - Unknown journal article 2021 ftunivwestsyd https://doi.org/10.1080/13562517.2021.1892623 2022-04-04T22:24:51Z Existing literature on transcultural doctoral education remains largely silent about how history enters knowledge creation and the supervisory relationship. This paper draws upon Andzaldua'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. Article in Journal/Newspaper First Nations University of Western Sydney (UWS): Research Direct Teaching in Higher Education 26 3 340 353 |
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University of Western Sydney (UWS): Research Direct |
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English |
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XXXXXX - Unknown Qi, Jing Manathunga, Catherine Singh, Michael (R10515) Bunda, Tracey Transcultural and First Nations doctoral education and epistemological border-crossing : histories and epistemic justice |
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description |
Existing literature on transcultural doctoral education remains largely silent about how history enters knowledge creation and the supervisory relationship. This paper draws upon Andzaldua'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. |
format |
Article in Journal/Newspaper |
author |
Qi, Jing Manathunga, Catherine Singh, Michael (R10515) Bunda, Tracey |
author_facet |
Qi, Jing Manathunga, Catherine Singh, Michael (R10515) Bunda, Tracey |
author_sort |
Qi, Jing |
title |
Transcultural and First Nations doctoral education and epistemological border-crossing : histories and epistemic justice |
title_short |
Transcultural and First Nations doctoral education and epistemological border-crossing : histories and epistemic justice |
title_full |
Transcultural and First Nations doctoral education and epistemological border-crossing : histories and epistemic justice |
title_fullStr |
Transcultural and First Nations doctoral education and epistemological border-crossing : histories and epistemic justice |
title_full_unstemmed |
Transcultural and First Nations doctoral education and epistemological border-crossing : histories and epistemic justice |
title_sort |
transcultural and first nations doctoral education and epistemological border-crossing : histories and epistemic justice |
publisher |
U.K., Routledge |
publishDate |
2021 |
url |
https://doi.org/10.1080/13562517.2021.1892623 https://hdl.handle.net/1959.7/uws:63141 |
genre |
First Nations |
genre_facet |
First Nations |
op_relation |
Teaching in Higher Education--1356-2517--1470-1294 Vol. 26 Issue. 3 No. pp: 340-353 |
op_doi |
https://doi.org/10.1080/13562517.2021.1892623 |
container_title |
Teaching in Higher Education |
container_volume |
26 |
container_issue |
3 |
container_start_page |
340 |
op_container_end_page |
353 |
_version_ |
1766000662990028800 |