大流行病时代的非殖民化博士教育

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH Studies in Graduate and Postdoctoral Education Pub Date : 2023-12-12 DOI:10.1108/sgpe-02-2023-0018
Catherine Manathunga
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引用次数: 0

摘要

本文旨在研究 COVID-19 大流行病对博士生教育的影响。历史上的大流行产生了新的教育理论和实践,加速了一些趋势的发展,也预示着另一些趋势的戛然而止。COVID-19 大流行病不可预知的影响尤其波及到全球的原住民、跨文化社区和有色人种。在大流行病高峰期出现的第二个重要的近期全球趋势是再次兴起的#BlackLivesMatter(#BLM)抗议运动。这场运动引起了人们对黑人、跨文化(移民、难民、文化多样性和国际性)和原住民所面临的巨大不平等的关注,并引发了高等教育机构对种族主义和无意识偏见的迅速行动。 设计/方法/途径 这篇概念性论文借鉴了后殖民/非殖民化理论,以说明 COVID 大流行和 #BLM 运动是如何促使我们振兴博士教育的。研究结果 这两个问题重新激发了人们对高等教育非殖民化的迫切需求,以及对改变 "一切照旧 "的地缘政治权力动态的渴望。博士教育是实现这种转变的一个关键场所,存在着特殊的机会。博士教育是创造新知识和培养世界未来研究人员的重要场所。研究局限/启示应用后/非殖民化理论,可以重新思考应如何改变博士教育,以努力实现更大程度的非殖民化。原创性/价值本研究应用桑托斯关于全球南方 "新兴社会学 "的观点,思考应如何重建博士教育,使其成为非殖民化和认识论正义的解放区。
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Decolonising doctoral education in an era of pandemic

Purpose

The purpose of this paper is to investigate the impact of the COVID-19 pandemic on doctoral education. Pandemics throughout history have generated new educational theories and practices, accelerated some trends and signalled the abrupt end of others. The unpredictable effects of the COVID-19 pandemic have particularly impacted upon First Nations and transcultural communities and People of Colour throughout the globe. A second significant recent global trend that occurred at the height of the pandemic was the reignited #BlackLivesMatter (#BLM) protest campaign. This campaign drew attention to the vast inequities faced by black, transcultural (migrant, refugee, culturally diverse and international) and Indigenous peoples and triggered rapid action in higher education institutions against racism and unconscious bias.

Design/methodology/approach

This conceptual paper draws upon postcolonial/decolonial theory to demonstrate how the COVID pandemic and #BLM movement prompts us to revitalise doctoral education.

Findings

These two issues have created renewed urgency around the need to decolonise higher education and a desire to transform the “business-as-usual” geopolitical power dynamics that continue to privilege Northern knowledge over culturally diverse knowledge systems from First Nations and transcultural contexts. A key site where special opportunities exist to effect this transformation lies in doctoral education. Doctoral education is a significant location of new knowledge creation and the development of the world’s future researchers.

Research limitations/implications

Applying post/decolonial theory enables one to rethink how doctoral education should be changed to work towards greater decolonisation.

Originality/value

This study applies Santos’ ideas about “the sociologies of emergence” in the global South to think about how doctoral education should be reconstructed as a liberated zone of decolonisation and epistemic justice.

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来源期刊
Studies in Graduate and Postdoctoral Education
Studies in Graduate and Postdoctoral Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.90
自引率
9.10%
发文量
17
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