Transcultural and First Nations Doctoral Education and Epistemological Border-Crossing: Histories and Epistemic Justice

Autor/inn/en	Qi, Jing; Manathunga, Catherine; Singh, Michael; Bunda, Tracey
Titel	Transcultural and First Nations Doctoral Education and Epistemological Border-Crossing: Histories and Epistemic Justice
Quelle	In: Teaching in Higher Education, 26 (2021) 3, S.340-353 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Qi, Jing) ORCID (Manathunga, Catherine) ORCID (Singh, Michael) ORCID (Bunda, Tracey)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2021.1892623
Schlagwörter	Doctoral Programs; Immigrants; Refugees; Student Diversity; Doctoral Students; Supervisors; Indigenous Populations; Foreign Countries; Minority Group Students; Supervisor Supervisee Relationship; History; Whites; Social Bias; Epistemology; Self Concept; Cultural Influences; Australia + Suchen Sie Ihr Suchwort? Doktorandenprogramm; Immigrant; Immigrantin; Immigranten; Flüchtling; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Sinti und Roma; Ausland; Geschichte; Geschichtsdarstellung; White; Weißer; Erkenntnistheorie; Selbstkonzept; Cultural influence; Kultureinfluss; Australien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01