In the dynamic realm of education, transcultural doctoral studies have gained prominence as a melting pot of diverse global perspectives. The journal article "Using Chinese and First Nations Philosophies about Time and History to Reimagine Transcultural Doctoral Education" authored by Catherine Manathunga, Michael Singh, Jing Qi, and Tracey Bunda, takes a bold step in exploring the uncharted territory of history's role in transcultural education.

The article emphasises the often-neglected aspect of history in transcultural doctoral education, urging us to broaden our horizons. By integrating ancient Chinese and First Nations philosophies about time and history, new avenues for innovative research methodologies emerge. This approach encourages a deeper human connection in education, enabling candidates to weave their personal stories into the broader fabric of cultural and cosmic understanding.

Against the backdrop of linear educational norms, the authors advocate for change and the fusion of Chinese and First Nations perspectives offers a transformative shift, ushering a more encompassing and empathetic approach that caters to the diverse experiences of First Nations and transcultural doctoral candidates. This fusion of ancient wisdom revitalises the educational landscape, urging candidates toward a more holistic, interconnected, and culturally enriched learning journey in the modern era.

Professor Catherine Manathunga, Michael Singh, Jing Qi, and Tracey Bunda