(De)Coloniality and Doctoral Socialization in U.S. Graduate Programs

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Foreign Countries; Land Settlement; Doctoral Students; Graduates; Indigenous Knowledge; Ideology; Racism; Gender Bias; Disadvantaged; Power Structure; Minority Groups; Socialization; Student Attitudes; Training; Resistance (Psychology); Colonialism; Decolonization; Teaching Methods; Curriculum Development; European History

979-83-8116-926-3

European colonization of vast portions of the world has left its mark long after the point when most societies were supposedly freed. The coloniality of power has ensured the continuing dominance of Eurocentric ideologies in the form of racism, sexism, and the marginalization of Black and Indigenous knowledge production. In this dissertation project, I sought to understand how coloniality is manifested in the training and socialization of doctoral students. Using a duoethnographic approach, I worked with recent doctoral graduates to reflect upon our experiences through the lens of decoloniality. I found that coloniality continues to pervade doctoral programs in the form of sexism, racism, transphobia, and Eurocentric curricula and teaching practices. However, my participants also shared the various ways in which they work to resist coloniality and utilize their positions for decolonial ends. These findings offer a starting point for future scholars to explore the topic in further depth, while also providing recommendations to those who mentor and train doctoral students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

As Provided

2024

ED641119