Working at the Interface: Indigenous students' Experience of Undertaking Doctoral Studies in Aotearoa New Zealand

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dc.contributor.author McKinley, Elizabeth en
dc.contributor.author Grant, Barbara en
dc.contributor.author Middleton, S en
dc.contributor.author Irwin, K en
dc.contributor.author Williams, LRT en
dc.date.accessioned 2012-03-18T19:51:30Z en
dc.date.issued 2011 en
dc.identifier.citation Equity and Excellence in Education 44(1):115-132 2011 en
dc.identifier.issn 1066-5684 en
dc.identifier.uri http://hdl.handle.net/2292/14578 en
dc.description.abstract Doctoral students in Aotearoa New Zealand face challenges not usually experienced by other doctoral candidates. We draw on data from in-depth interviews with 38 Māori doctoral candidates and argue that because of the tensions between academic disciplinary knowledge frameworks and knowledge drawn from te ao Māori (the Māori world) indigenous students have additional cultural, academic, and personal demands placed on them while aiming to produce research theses that meet conventional standards of academic scholarship. Complex methodological and ethical issues also emerge in undertaking doctoral research projects situated at the interface of academy and indigenous communities. Moreover, Māori students experience various degrees of tension between their sometimes strong cultural identities and their emerging and, therefore, less certain identities as researchers and scholars. en
dc.publisher Taylor & Francis en
dc.relation.ispartofseries Equity and Excellence in Education en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from http://www.sherpa.ac.uk/romeo/issn/1066-5684/ en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title Working at the Interface: Indigenous students' Experience of Undertaking Doctoral Studies in Aotearoa New Zealand en
dc.type Journal Article en
dc.identifier.doi 10.1080/10665684.2010.540972 en
pubs.issue 1 en
pubs.begin-page 115 en
pubs.volume 44 en
dc.rights.holder Copyright: Taylor & Francis en
pubs.end-page 132 en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.subtype Article en
pubs.elements-id 206977 en
pubs.org-id Education and Social Work en
pubs.org-id Critical Studies in Education en
dc.identifier.eissn 1547-3457 en
pubs.record-created-at-source-date 2012-02-20 en


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