McDowall, Ailie, and Ramos, Fabiane (2025) Beyond decolonising doctoral education: Alternatives for doctoral scholars. In: Hallett, Fiona, (ed.) Debates in Doctoral Education. Routledge, Abingdon, UK, pp. 57-72.

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Abstract

Higher education institutions, doctoral scholars and advisors are increasingly turning to decolonising theories as way to interrogate dominant knowledge production practices. While this theoretical paradigm enables scholars to ask questions around who has benefited from research, the scholarship is constrained by conceptual limitations often left unexamined. This chapter examines the decolonising doctoral education movement, mapping the opportunities and limitations for those wanting to engage with colonialism’s aftermath, and outlines alternatives for doctoral students wanting to move beyond decolonising paradigms. By engaging with a broader range of theoretical tools, we argue that possibilities exist for doctoral students to contribute to a scholarship that can navigate the legacy of colonial knowledge production without becoming trapped by or trying to escape these legacies.

Item ID:	84691
Item Type:	Book Chapter (Research - B1)
ISBN:	9781003483243
Copyright Information:	© 2025 selection and editorial matter, Fiona Hallett; individual chapters, the contributors.
Date Deposited:	17 Feb 2025 01:22
FoR Codes:	39 EDUCATION > 3903 Education systems > 390303 Higher education @ 50% 45 INDIGENOUS STUDIES > 4502 Aboriginal and Torres Strait Islander education > 450205 Aboriginal and Torres Strait Islander higher education @ 50%
SEO Codes:	21 INDIGENOUS > 2102 Aboriginal and Torres Strait Islander education > 210299 Aboriginal and Torres Strait Islander education not elsewhere classified @ 50% 16 EDUCATION AND TRAINING > 1601 Learner and learning > 160102 Higher education @ 50%
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