Unveiling the Unspoken: Taboos in Doctoral Education – Perspectives From Zambia and South Africa

ABSTRACT This study explored the under‐researched phenomenon of taboos in doctoral education within the unique contexts of Zambia and South Africa. Guided by three core objectives, the research aimed to: (1) systematically identify specific taboos related to research topics, methodological biases, and supervisory power dynamics; (2) analyse their effects on students' mental health, academic performance, and innovation; and (3) develop student‐centred recommendations for reform. Employing an interpretive phenomenological design, the study collected data through semi‐structured interviews and, for participants who were unavailable for a live interview, open‐ended Google Form questionnaires structured around the same interview guide, with 35 doctoral students (30 from Zambia, 5 from South Africa) from diverse disciplines. Data were analysed using interpretive thematic analysis, drawing on Bourdieu's concept of symbolic violence and a postcolonial critique to frame the findings. Key findings revealed that taboos in doctoral education function as systemic control mechanisms, including the prohibition of challenging supervisors, institutional silencing of complaints, enforced concealment of struggle, and gendered stigmas. The impact of these taboos is severe, manifesting as epistemic constriction (suppression of critical inquiry), psychological distress (isolation, anxiety), and systemic academic delays. Participants advocated for structural transformations, including mandatory training on power dynamics, safe channels for reporting misconduct, and a shift towards supervisory partnerships informed by principles like ubuntu. The study concludes that these taboos perpetuate colonial hierarchies and stifle intellectual decolonization, necessitating urgent institutional action to create supportive, equitable, and intellectually liberating doctoral environments. This study contributes to doctoral supervision literature by demonstrating how addressing these taboo‐laden dynamics is essential for decolonizing supervisory practice and fostering a culture of openness and accountability. Future research should investigate policy effectiveness and the manifestation of taboos across other contexts and disciplines.