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

Edited book (chapter)

Padro, Fernando F.. 2018. "The doctoral studies paradox: Indigenous cultural paradigms versus Western-based research practices ." Padro, Fernando F., Erwee, Ronel, Harmes, Meredith A., Harmes, Marcus K. and Danaher, Patrick Alan (ed.) Postgraduate education in higher education. Singapore. Springer. pp. 589-600
Chapter Title

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

Book Chapter CategoryEdited book (chapter)
ERA Publisher ID3337
Book TitlePostgraduate education in higher education
Authors
AuthorPadro, Fernando F.
EditorsPadro, Fernando F., Erwee, Ronel, Harmes, Meredith A., Harmes, Marcus K. and Danaher, Patrick Alan
Page Range589-600
SeriesUniversity Development and Administration
Chapter Number31
Number of Pages12
Year2018
PublisherSpringer
Place of PublicationSingapore
ISBN9789811052477
9789811052491
ISSN2522-5626
Web Address (URL)https://www.springer.com/gp/book/9789811052477
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.

Keywordshybridity; Indigenous doctoral students; paradox; risk
ANZSRC Field of Research 2020390199. Curriculum and pedagogy not elsewhere classified
390303. Higher education
390499. Specialist studies in education not elsewhere classified
390403. Educational administration, management and leadership
399999. Other education not elsewhere classified
450899. Te mātauranga Māori kāore anō kia whakarōpūtia i wāhi kē (Māori education not elsewhere classified)
390102. Curriculum and pedagogy theory and development
390409. Learning sciences
450299. Aboriginal and Torres Strait Islander education not elsewhere classified
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Byline AffiliationsOpen Access College
Institution of OriginUniversity of Southern Queensland
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