This is the second article in the series. In the first article, I discussed tips for students who are considering undertaking a PhD in Education. This second article discusses some useful tips for Indigenous students who are currently navigating the program. The issue of Indigenous student retention in PhD programs is important because while Universities Australia (2023) report a steady growth in Indigenous postgraduate research enrolments from 2005 to 2021, Indigenous student award completions still remain relatively low (Universities Australia, 2023).
This article unpacks a number of tips for those students who are currently navigating the PhD program and working towards confirmation of candidature, mid-candidature review or final thesis review. Some of these tips may also be beneficial to supervisors and may seek to support student retention.
Be open to shifts in your initial research topic or research questions
As you continue to engage with contemporary literature and yarn with your supervisors and experts in your field, you may notice that your initial research topic, scope of your study or research questions begin to shift. From my experience, this is a fairly natural progression of research. These sorts of research developments are sometimes necessary and can ultimately improve your thesis. Try not to be discouraged if this is the case for you in the early stages of your candidature. Embrace these research shifts as these developments may actually strengthen your research study.
Participate in campus events/activities and engage with groups
Feeling both academically and culturally supported is key with regards to candidature, particularly during the early stages. To feel a sense of support, I recommend participating in various campus events and activities. Within the early stages of my research, I was invited by my supervisor to share my PhD idea to fellow Indigenous academics and PhD students during a 3-minute thesis competition that was based on campus. These events are a great opportunity to gain experience with regards to public speaking, which will also assist you in your preparation for confirmation of candidature. They are also an opportunity to network with fellow students and researchers. Reach out to your advisory team to find out if there are any upcoming campus events or activities that may be of interest to you.
Additionally, I encourage you to consider potentially joining a reading group at university. This group might be based either within or outside of your School. Joining a reading group is a deadly way to familiarise yourself with current literature in Education/Indigenous education or within Indigenous studies. During my candidature, I was involved in two reading and yarning groups with fellow Indigenous students and academics and I felt supported and valued in both of these groups. There may also be opportunities to collaborate and publish within these groups which will also benefit your future employment opportunities.
Navigate problematic research data with support from trusted people
If you are undertaking research in the political space of Indigenous education, there is a possibility that you may need to engage with problematic research data. Essentially, I am referring to racist or resistant educational data that you may have gathered during data collection. This type of data has the potential to be triggering. If this is the case, then you may want to consider having a yarn in relation to this matter with trusted people including your family members, trusted colleagues/critical friends or your advisory team. An additional option may be to explore counselling services at university (or outside of university) for your wellbeing.
With my research, I had to engage with colonising data and racist language on a regular basis for a lengthy period of time. I had to navigate explicitly and implicitly resistant research data by a number of non-Indigenous students in relation to studying compulsory Indigenous education at university. While I acknowledge and understand that this data was mostly by non-Indigenous pre-service teachers who were inexperienced, as an Indigenous researcher, I was still subjected to this data. I attempted to balance out this experience with reading positive student data and remembering that one of the goals of my research was to disrupt coloniality. Upon reflection, this issue was perhaps one of my most difficult challenges in the program. I note that my wife was my main support during data collection and analysis and it is important for you to have similar support to navigate these types of challenges.
Be open to feedback on your research (but perhaps not too open)
I encourage you to enjoy this learning journey and to listen to those scholars who are experts in your field. In my experience, academia is grounded in informal and formal feedback. Try to be open to feedback on your research from your advisory team and from trusted colleagues/critical friends and students. While this tip may sound simple, it is often more challenging in practice. However, I do believe that receiving rational and appropriate feedback and recommendations regarding your research will only further strengthen your work.
For those students who are embedding Indigenised or decolonial theoretical frameworks, methodologies or methods in your research study, this issue is more nuanced. University is a particular type of interface where Indigenous knowledges can struggle to obtain legitimacy. Or as my former supervisor states, “the Australian university is grounded in imperial-capitalist-neo-liberal-colonial-patriarchy”. The implications of these structures have impacted the ways in which research has historically been and continues to be undertaken. Sharing particular aspects of your research to those who may not be as familiar with Indigenous research, may result in some awkward conversations (or potential tension) and may invite unhelpful feedback. However, it could also result in new learning experiences. Remember to trust your instinct!
See yourself as gradually becoming the expert
Towards the latter stages of the program, try to see yourself as becoming the expert in your chosen field. As your PhD research is specific and designed to contribute to new knowledge, there is probably no-one who knows more about your precise research topic than you. I have struggled with this piece of advice (mainly due to outdated Westernised discourse such as deficit discourse) but it is important to be confident in your growing skills as a researcher. The reality is that you are developing expertise and skills and are actually becoming an expert in your field. A deadly advisory team will help foster your development and growth as a researcher.
Take regular breaks and take leave if necessary
Our society values “doing more is better” and this can have implications. Your value or worth is not determined by how many hours you spend at your desk or words you write in a single day while on your third caffeinated beverage. So, remember to take breaks.
The PhD program can be a demanding program full of commitments, milestones and chapter deadlines. The workload can be intense at times, especially if you have family commitments and responsibilities. Sometimes, you need to take leave from the program. At the end of the day, the PhD program does not define you and your mental and emotional health is more important than a chapter deadline. If this is the case, I recommend that you discuss leave options with your advisory team. Your supervisors are there to support you. Deadly supervision includes supervisors realising the importance of these matters, checking in with you and supporting your wellbeing.
Extra tips:
Schedule regular meetings with your supervisors and eventually discuss potential thesis examiners with your advisory team
It is important to schedule regular meetings with your supervisors to discuss your research (fortnightly etc.). It is a deadly idea to discuss possible international and national examiners who work in your field of study with your advisory team before you reach your final thesis milestone. This process takes time. It is better to get a head start so your thesis can be marked as soon as possible after it is submitted.
Consider allocated research funds from your School
You may have some allocated research funds to assist with your candidature. I recommend using these research funds on particular experiences such as education conferences (Australian Association for Research in Education etc.) so that you can explore new educational research as well as network. Alternatively, you could use these research funds for professional editing services.
Be friendly to the Graduate School
If you have submitted your final thesis and have been waiting for updates, you may have considered contacting the Graduate School. Personally speaking, it took approximately six months for my thesis examination (during Covid) and I was not the only candidate in the School who experienced these lengthy delays. Waiting for your examination outcome can be quite a frustrating experience, especially if you have employment commitments, but remember to be kind to those in the Graduate School. You will eventually receive the outcome of your thesis. Remember that it is common for candidates to pass the final examination with amendments. A deadly advisory team will guide and support you during this time so that you can effectively make the revisions required by the examiners.
Dr Mitchell Rom is a Lecturer with the Institute for Positive Psychology and Education at Australian Catholic University. Mitchell initially trained as a secondary teacher in the disciplines of English and History and holds a PhD in Indigenous education. His research interests include Education, Equity and Decoloniality. His research has attracted national awards including the Australian Association for Research in Education Betty Watts Indigenous Researcher Award. As a Nunukul/Ngugi researcher, Mitchell has also taught in initial teacher education and has worked across various levels of education. Contact him on LinkedIn.
