Forgetting culturally diverse equity groups in Australian doctoral policy

What Happens When Population Parity Is Reached

Datos Bibliográficos

ID2931765
AutoresCatherine Manathunga (0000-0001-8915-0344, University of the Sunshine Coast, autor de correspondencia), J Qi (0000-0003-3511-0712, RMIT University), Maria M Raciti (0000-0003-0548-3702, University of the Sunshine Coast)
Año2025
Volumen46
Número5
Páginas1-13
Fecha de publicación2025-01-31
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaDiscourse Studies in the Cultural Politics of Education (JOURNAL)
Identificadores de la revistaISSN: 0159-6306 • E-ISSN: 1469-3739
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/01596306.2025.2457948
OpenAlexW4407025520
IdiomaEN
Citas recibidas2
Referencias citadas28

Population parity figures keep governments and universities accountable in ensuring that equity groups have access to higher education. However, what happens once population parity is reached? This paper explores Australian doctoral education policy on culturally and linguistically diverse (transcultural) domestic candidates. Using Foucauldian discourse analysis, we suggest that an overwhelming focus on counting avoids addressing vital epistemological questions about the diverse knowledge transcultural candidates bring to Australian research. We highlight the ways doctoral policies do not capture the significant diversities within transcultural communities. We recommend the use of Nancy Fraser’s concept of participatory parity instead of population parity in government policy as a way of incorporating three elements of social justice – redistribution, recognition and representation. Focusing on the element of recognition, we extend Fraser’s notion of cultural recognition to include valuing diverse cultural knowledge systems which might create the conditions for epistemic justice in Australian doctoral education policy

Demographic economics · Economics · Forgetting · Political science · Sociology · Gender Studies · Global Health Workforce Issues · Law · Psychology · Service-Learning and Community Engagement · Social Work Education and Practice