The doctoral studies paradox: Indigenous cultural paradigms versus Western-based research practices

Padro, Fernando F. (2018) The doctoral studies paradox: Indigenous cultural paradigms versus Western-based research practices. In: Postgraduate education in higher education. University Development and Administration. Springer Nature, Singapore, pp. 589-600. ISBN 978-981-10-5247-7


Abstract

This is an exploratory conceptual chapter regarding the ontological and epistemological premises that are present in the enrollment of Indigenous peoples in doctoral programs at higher education institutions (HEIs). The paradoxical nature of navigating through distinct points-of-view about two distinct cultural perspectives, that of the doctorate representing a culminating recognition of a professional culture based on Western tradition and the norms and values of Indigenous cultures. There are personal risks involved in undergoing an education predicated on conflicting messages paradoxes represent from prior personal and collective experience and from institutional dicta and expectations. This chapter looks at how an individual brings these elements together in a transformative manner that accepts or rejects governmental preference for enhanced participation by Indigenous peoples in doctoral education programs.


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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Additional Information: Permanent restricted access to Published version, in accordance with the copyright policy of the publisher.
Faculty/School / Institute/Centre: Historic - Open Access College (1 Jul 2013 - 7 Jun 2020)
Faculty/School / Institute/Centre: Historic - Open Access College (1 Jul 2013 - 7 Jun 2020)
Date Deposited: 22 Mar 2019 05:51
Last Modified: 05 Apr 2019 04:15
Uncontrolled Keywords: hybridity; Indigenous doctoral students; paradox; risk
Fields of Research (2008): 13 Education > 1302 Curriculum and Pedagogy > 130299 Curriculum and Pedagogy not elsewhere classified
13 Education > 1301 Education Systems > 130103 Higher Education
13 Education > 1303 Specialist Studies in Education > 130399 Specialist Studies in Education not elsewhere classified
13 Education > 1303 Specialist Studies in Education > 130304 Educational Administration, Management and Leadership
13 Education > 1399 Other Education > 139999 Education not elsewhere classified
13 Education > 1303 Specialist Studies in Education > 130310 Maori Education (excl. Early Childhood and Primary Education)
13 Education > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development
13 Education > 1303 Specialist Studies in Education > 130309 Learning Sciences
13 Education > 1303 Specialist Studies in Education > 130301 Aboriginal and Torres Strait Islander Education
Fields of Research (2020): 39 EDUCATION > 3901 Curriculum and pedagogy > 390199 Curriculum and pedagogy not elsewhere classified
39 EDUCATION > 3903 Education systems > 390303 Higher education
39 EDUCATION > 3904 Specialist studies in education > 390499 Specialist studies in education not elsewhere classified
39 EDUCATION > 3904 Specialist studies in education > 390403 Educational administration, management and leadership
39 EDUCATION > 3999 Other Education > 399999 Other education not elsewhere classified
45 INDIGENOUS STUDIES > 4508 Mātauranga Māori (Māori education) > 450899 Te mātauranga Māori kāore anō kia whakarōpūtia i wāhi kē (Māori education not elsewhere classified)
39 EDUCATION > 3901 Curriculum and pedagogy > 390102 Curriculum and pedagogy theory and development
39 EDUCATION > 3904 Specialist studies in education > 390409 Learning sciences
45 INDIGENOUS STUDIES > 4502 Aboriginal and Torres Strait Islander education > 450299 Aboriginal and Torres Strait Islander education not elsewhere classified
Socio-Economic Objectives (2008): C Society > 93 Education and Training > 9301 Learner and Learning > 930103 Learner Development
C Society > 93 Education and Training > 9305 Education and Training Systems > 930599 Education and Training Systems not elsewhere classified
C Society > 93 Education and Training > 9304 School/Institution > 930402 School/Institution Community and Environment
C Society > 93 Education and Training > 9301 Learner and Learning > 930101 Learner and Learning Achievement
C Society > 93 Education and Training > 9305 Education and Training Systems > 930501 Education and Training Systems Policies and Development
C Society > 93 Education and Training > 9301 Learner and Learning > 930199 Learner and Learning not elsewhere classified
C Society > 93 Education and Training > 9399 Other Education and Training > 939902 Education and Training Theory and Methodology
C Society > 93 Education and Training > 9304 School/Institution > 930499 School/Institution not elsewhere classified
C Society > 93 Education and Training > 9303 Curriculum > 930399 Curriculum not elsewhere classified
C Society > 93 Education and Training > 9399 Other Education and Training > 939903 Equity and Access to Education
C Society > 93 Education and Training > 9302 Teaching and Instruction > 930201 Pedagogy
C Society > 93 Education and Training > 9399 Other Education and Training > 939999 Education and Training not elsewhere classified
C Society > 93 Education and Training > 9304 School/Institution > 930403 School/Institution Policies and Development
C Society > 93 Education and Training > 9399 Other Education and Training > 939901 Aboriginal and Torres Strait Islander Education
C Society > 93 Education and Training > 9302 Teaching and Instruction > 930299 Teaching and Instruction not elsewhere classified
C Society > 93 Education and Training > 9304 School/Institution > 930401 Management and Leadership of Schools/Institutions
C Society > 93 Education and Training > 9301 Learner and Learning > 930102 Learner and Learning Processes
URI: http://eprints.usq.edu.au/id/eprint/35409

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