Doing decoloniality in the Writing Borderlands of the PhD

McDowall, Ailie, and Ramos, Fabiane (2018) Doing decoloniality in the Writing Borderlands of the PhD. Australian Journal of Indigenous Education, 47 (1). pp. 54-63.

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This paper takes us into the Writing Borderlands, an ambiguous in-between space borrowed from Anzaldúa's concept of Borderlands, where we as PhD students are in a constant state of transition. We argue that theorising from a decolonial position consists of not merely using concepts around coloniality/decoloniality, but also putting its core ideas into practice in the 'doing' aspect of research. The writing is a major part of this doing. We enact epistemic disobedience by challenging taken-for-granted conventions of what 'proper' academic writing looks like. Writing from a universal standpoint — the type of writing prescribed in theses formats, positivist research methods and 'proper' academic writing — has been instrumental in promoting the zero-point epistemologies that prevail through Northern artefacts of knowledge. In other words, we write to de-link from the epistemological assumption of a neutral and detached observational location from which the world is interpreted. In this paper, we discuss the journey we take as PhD students as we attempt to delink and decolonise our writing. Traversing the landscape of the Writing Borderlands, different features arise and fall. Along the way, we come across forks in the road between academic training and the new way we imagine writing decolonially.

Item ID: 57294
Item Type: Article (Research - C1)
ISSN: 2049-7784
Keywords: decoloniality, writing, feminism, Borderlands, doctoral research
Copyright Information: Copyright: © The Author(s) 2017
Date Deposited: 12 Mar 2019 01:25
FoR Codes: 39 EDUCATION > 3903 Education systems > 390303 Higher education @ 50%
47 LANGUAGE, COMMUNICATION AND CULTURE > 4702 Cultural studies > 470213 Postcolonial studies @ 50%
SEO Codes: 97 EXPANDING KNOWLEDGE > 970119 Expanding Knowledge through Studies of the Creative Arts and Writing @ 100%
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