Indigenizing the higher degree research space

Indigenous peoples continue to be under-represented in Higher Degree Research (HDR) education. This chapter outlines key shortcomings in policy and pedagogy in Australian universities in the education of Indigenous HDRs. It draws upon the literature on Aboriginal and Torres Strait Islander doctoral education and supervision (Ford, 2012; Harrison et al., 2015; Henry, 2007; Laycock et al., 2009; Trudgett, 2011; 2013; 2014) to explore recommendations for sensible and sensitive intercultural approaches to Indigenous HDR education. Writing from multiple intercultural perspectives, we propose an intercultural co-research approach to the research education of Indigenous HDRs. We advocate for an intercultural co-research approach that draws upon Aboriginal English and Arrernte languages. Through this multilingual co-research methodology, we mobilise Indigenous HDRs theoretic-linguistic contributions to knowledge by acknowledge the importance of Indigenous languages and kinship systems to Indigenous theorising.