ABSTRACT
The future of doctoral education globally relies upon working towards epistemic justice that incorporates all the world’s knowledge systems rather than only those produced by Western/Northern science and other disciplines. In this chapter, a transcultural research team investigates strategies to create greater space for transcultural (migrant, refugee, international student) and Indigenous knowledges within doctoral education. Working from the standpoints of an Irish-Australian woman, a Chinese woman, a Ngugi/Wakka Wakka senior Aboriginal woman and a Punjabi-Australian man, we draw upon postcolonial/decolonial theories and historical methodologies to make a case for the importance of transcultural and Indigenous knowledge in doctoral education.
