The experiences of indigenous academics in the diaspora
Loading...
Supplementary material
Other Title
Authors
Enari, Dion
Pale, M.
Fainga’a-Manusione, I.
Faleolo, R.L.
Faleolo, T.G.
Stanley, G.
Haua, I.
Ravulo, J.
Akbar, H.
Matapo, J.
Cammock, R.
Ualesi, Y.
Pale, M.
Fainga’a-Manusione, I.
Faleolo, R.L.
Faleolo, T.G.
Stanley, G.
Haua, I.
Ravulo, J.
Akbar, H.
Matapo, J.
Cammock, R.
Ualesi, Y.
Author ORCID Profiles (clickable)
Degree
Grantor
Date
2025-03-07
Supervisors
Type
Journal Article
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
higher education
decolonising education
Pasifika academics
indigenous academics
academics
indigenous diaspora in Australia
Pasifika diaspora
migrant experiences
decolonisation
talanoa
Pasifika
decolonising education
Pasifika academics
indigenous academics
academics
indigenous diaspora in Australia
Pasifika diaspora
migrant experiences
decolonisation
talanoa
Pasifika
ANZSRC Field of Research Code (2020)
Citation
Enari, D., Pale, M., Fainga’a-Manusione, I., Faleolo, R. L., Faleolo, T. G., Stanley, G., Ualesi, Y. (2025). The experiences of indigenous academics in the diaspora. Educational Philosophy and Theory, 57(8), 725–741. https://doi.org/10.1080/00131857.2025.2468424
Abstract
As Indigenous outward migration expands, some diaspora groups are larger than their population back home which is the case for many in the Pacific diaspora. Research with Indigenous peoples is largely conducted in their homelands, with minimal research on their experiences in other countries. As Pacific Indigenous academics, we employed a dimension of talanoa in the written form to provide insights into our academic journeys. The direction of the talanoa highlight how we have successfully navigated various spaces in relation to decolonising and Indigenising education, and our intentions for standing in solidarity with the native people of the countries in which we reside. This article adds voice to Indigenous communities in diaspora who have been invisible both in the motherland and new homeland. It is envisioned that this work will add to Indigenous education scholarship, and better inform academic and professional practice.
Publisher
Taylor & Francis
Permanent link
Link to ePress publication
DOI
https://doi.org/10.1080/00131857.2025.2468424
Copyright holder
Authors
Copyright notice
CC BY-NC-ND Attribution-NonCommercial-NoDerivs 4.0 International