| Summary: | In Australia, Aboriginal and Torres Strait Islander peoples; in Canada, First Nation, Métis and Inuit peoples; in Scandinavia, Sámi and in New Zealand, Maori people; have been the “subjects” of formal and informal research since colonisation. However, in many colonised countries Indigenous people have had limited opportunities to be the researchers or undertake postgraduate study by research. This book explores how Indigenous people may be better supported towards more equitable participation to undertake higher degree research postgraduate studies in higher education institutions internationally. Increasing numbers of Indigenous postgraduate students and researchers is key to enabling leaders and communities, and in the development and understanding of and respect for Indigenous histories, cultures and language within curriculum and pedagogy and approaches to research. Importantly, postgraduate students and researchers can also be agents of power and have the capacity to not only subvert and resist but to positively advance within their own context. There is an important contribution to be made by giving voice to Indigenous postgraduate students so that they can share directly the stories of their experience, their inspirations and difficulties in undertaking postgraduate study. Bringing the topic and the voices of Indigenous students clearly into the public domain provides a catalyst for discussion of the issues and potential strategies to assist future Indigenous postgraduate students and can provide sustainable solution-focused and change-focused strategies to support Indigenous postgraduate students who will go on to become stronger Indigenous educational leaders, in turn supporting the next generation.
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