Pedagogy for partisanship: research training for Black graduate students in the Black intellectual tradition

Joyce E. King; Thais M. Council; Janice B. Fournillier; Valora Richardson; Chike Akua; Natasha McClendon; Adrian N. Neely; Glenda Mason Chisholm; Tiffany Simpkins Russell; Fernanda Vieira da Silva Santos; Mikala Streeter

doi:10.1080/09518398.2018.1548040

Pedagogy for partisanship: research training for Black graduate students in the Black intellectual tradition

Joyce E. King, Thais M. Council, Janice B. Fournillier, Valora Richardson, Chike Akua, Natasha McClendon, Adrian N. Neely, Glenda Mason Chisholm, Tiffany Simpkins Russell, Fernanda Vieira da Silva Santos, Mikala Streeter

Research output: Contribution to journal › Article › peer-review

10 Scopus citations

Abstract

Current and former students of two professors in a southern research university and a community educator, all participants in an African-centered research collaborative/apprenticeship, describe what and how we study together and our struggle to use our knowledge and research in service to our community. We uplift the works of key Pan-African/Black/Africana Studies/Nile Valley scholars to illustrate the African epistemic foundation of our collaborative/apprenticeship. We describe how we utilized the methodology of narrative inquiry to explore our experiences as participants in the HeKA (Heritage Knowledge in Action) research collaborative and how HeKA has provided ways of knowing and being centered in our culture and heritage. We present our findings, which include some of the dilemmas of Black doctoral students and emerging scholars engaged in HeKA and how this collaborative/apprenticeship serves as an emancipatory praxis to enable the next generation to realize their goals of partisan research and pedagogy in higher education.

Original language	English
Pages (from-to)	188-209
Number of pages	22
Journal	International Journal of Qualitative Studies in Education
Volume	32
Issue number	2
DOIs	https://doi.org/10.1080/09518398.2018.1548040
State	Published - Feb 7 2019

Bibliographical note

Funding Information:
Since joining HeKA, my enlightenment continues to flourish. I have been awakened and have an avid desire to do and learn more and with greater tenacity than ever before. I began my experience in HeKA by reviewing two films that Professor King wanted to consider using for a new course: Stolen Education (Alemán, & Luna, 2013) and Skin Deep (Reid, 1995). Several of us involved in HeKa were also engaged in co-developing and supporting this course focused on social justice and student success, which was supported by a grant from the Association of Public Land Grant Universities. Later, this task came back full circle when she tasked me and another HeKA doctoral student to collaborate on developing and co-teaching a lesson using popular and critical media for that same class. This teaching experience also afforded me the opportunity to learn-by-doing in a way that is not traditionally employed in educational settings. In the same space and time as a volunteer participant in this course alongside the undergraduate, masters, and other doctoral students enrolled who were pursuing degrees in different programs across the university, I also experienced the lessons that guest professors from various fields of study taught in the course. This is just one of the ways that HeKA has been integral to my intellectual and professional growth.

Publisher Copyright:
© 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.

Keywords

African-centered pedagogy
Black education
Partisan research
higher education
narrative inquiry

ASJC Scopus subject areas

Education

Access to Document

10.1080/09518398.2018.1548040

Cite this

King, J. E., Council, T. M., Fournillier, J. B., Richardson, V., Akua, C., McClendon, N., Neely, A. N., Mason Chisholm, G., Russell, T. S., Vieira da Silva Santos, F., & Streeter, M. (2019). Pedagogy for partisanship: research training for Black graduate students in the Black intellectual tradition. International Journal of Qualitative Studies in Education, 32(2), 188-209. https://doi.org/10.1080/09518398.2018.1548040

@article{91f9558ad2954d04989c156360ab417c,

title = "Pedagogy for partisanship: research training for Black graduate students in the Black intellectual tradition",

abstract = "Current and former students of two professors in a southern research university and a community educator, all participants in an African-centered research collaborative/apprenticeship, describe what and how we study together and our struggle to use our knowledge and research in service to our community. We uplift the works of key Pan-African/Black/Africana Studies/Nile Valley scholars to illustrate the African epistemic foundation of our collaborative/apprenticeship. We describe how we utilized the methodology of narrative inquiry to explore our experiences as participants in the HeKA (Heritage Knowledge in Action) research collaborative and how HeKA has provided ways of knowing and being centered in our culture and heritage. We present our findings, which include some of the dilemmas of Black doctoral students and emerging scholars engaged in HeKA and how this collaborative/apprenticeship serves as an emancipatory praxis to enable the next generation to realize their goals of partisan research and pedagogy in higher education.",

keywords = "African-centered pedagogy, Black education, Partisan research, higher education, narrative inquiry",

author = "King, {Joyce E.} and Council, {Thais M.} and Fournillier, {Janice B.} and Valora Richardson and Chike Akua and Natasha McClendon and Neely, {Adrian N.} and {Mason Chisholm}, Glenda and Russell, {Tiffany Simpkins} and {Vieira da Silva Santos}, Fernanda and Mikala Streeter",

note = "Funding Information: Since joining HeKA, my enlightenment continues to flourish. I have been awakened and have an avid desire to do and learn more and with greater tenacity than ever before. I began my experience in HeKA by reviewing two films that Professor King wanted to consider using for a new course: Stolen Education (Alem{\'a}n, & Luna, 2013) and Skin Deep (Reid, 1995). Several of us involved in HeKa were also engaged in co-developing and supporting this course focused on social justice and student success, which was supported by a grant from the Association of Public Land Grant Universities. Later, this task came back full circle when she tasked me and another HeKA doctoral student to collaborate on developing and co-teaching a lesson using popular and critical media for that same class. This teaching experience also afforded me the opportunity to learn-by-doing in a way that is not traditionally employed in educational settings. In the same space and time as a volunteer participant in this course alongside the undergraduate, masters, and other doctoral students enrolled who were pursuing degrees in different programs across the university, I also experienced the lessons that guest professors from various fields of study taught in the course. This is just one of the ways that HeKA has been integral to my intellectual and professional growth. Publisher Copyright: {\textcopyright} 2019, {\textcopyright} 2019 Informa UK Limited, trading as Taylor & Francis Group.",

year = "2019",

month = feb,

day = "7",

doi = "10.1080/09518398.2018.1548040",

language = "English",

volume = "32",

pages = "188--209",

number = "2",

}

King, JE, Council, TM, Fournillier, JB, Richardson, V, Akua, C, McClendon, N, Neely, AN, Mason Chisholm, G, Russell, TS, Vieira da Silva Santos, F & Streeter, M 2019, 'Pedagogy for partisanship: research training for Black graduate students in the Black intellectual tradition', International Journal of Qualitative Studies in Education, vol. 32, no. 2, pp. 188-209. https://doi.org/10.1080/09518398.2018.1548040

TY - JOUR

T1 - Pedagogy for partisanship

T2 - research training for Black graduate students in the Black intellectual tradition

AU - King, Joyce E.

AU - Council, Thais M.

AU - Fournillier, Janice B.

AU - Richardson, Valora

AU - Akua, Chike

AU - McClendon, Natasha

AU - Neely, Adrian N.

AU - Mason Chisholm, Glenda

AU - Russell, Tiffany Simpkins

AU - Vieira da Silva Santos, Fernanda

AU - Streeter, Mikala

N1 - Funding Information: Since joining HeKA, my enlightenment continues to flourish. I have been awakened and have an avid desire to do and learn more and with greater tenacity than ever before. I began my experience in HeKA by reviewing two films that Professor King wanted to consider using for a new course: Stolen Education (Alemán, & Luna, 2013) and Skin Deep (Reid, 1995). Several of us involved in HeKa were also engaged in co-developing and supporting this course focused on social justice and student success, which was supported by a grant from the Association of Public Land Grant Universities. Later, this task came back full circle when she tasked me and another HeKA doctoral student to collaborate on developing and co-teaching a lesson using popular and critical media for that same class. This teaching experience also afforded me the opportunity to learn-by-doing in a way that is not traditionally employed in educational settings. In the same space and time as a volunteer participant in this course alongside the undergraduate, masters, and other doctoral students enrolled who were pursuing degrees in different programs across the university, I also experienced the lessons that guest professors from various fields of study taught in the course. This is just one of the ways that HeKA has been integral to my intellectual and professional growth. Publisher Copyright: © 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.

PY - 2019/2/7

Y1 - 2019/2/7

N2 - Current and former students of two professors in a southern research university and a community educator, all participants in an African-centered research collaborative/apprenticeship, describe what and how we study together and our struggle to use our knowledge and research in service to our community. We uplift the works of key Pan-African/Black/Africana Studies/Nile Valley scholars to illustrate the African epistemic foundation of our collaborative/apprenticeship. We describe how we utilized the methodology of narrative inquiry to explore our experiences as participants in the HeKA (Heritage Knowledge in Action) research collaborative and how HeKA has provided ways of knowing and being centered in our culture and heritage. We present our findings, which include some of the dilemmas of Black doctoral students and emerging scholars engaged in HeKA and how this collaborative/apprenticeship serves as an emancipatory praxis to enable the next generation to realize their goals of partisan research and pedagogy in higher education.

AB - Current and former students of two professors in a southern research university and a community educator, all participants in an African-centered research collaborative/apprenticeship, describe what and how we study together and our struggle to use our knowledge and research in service to our community. We uplift the works of key Pan-African/Black/Africana Studies/Nile Valley scholars to illustrate the African epistemic foundation of our collaborative/apprenticeship. We describe how we utilized the methodology of narrative inquiry to explore our experiences as participants in the HeKA (Heritage Knowledge in Action) research collaborative and how HeKA has provided ways of knowing and being centered in our culture and heritage. We present our findings, which include some of the dilemmas of Black doctoral students and emerging scholars engaged in HeKA and how this collaborative/apprenticeship serves as an emancipatory praxis to enable the next generation to realize their goals of partisan research and pedagogy in higher education.

KW - African-centered pedagogy

KW - Black education

KW - Partisan research

KW - higher education

KW - narrative inquiry

UR - http://www.scopus.com/inward/record.url?scp=85060345184&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85060345184&partnerID=8YFLogxK

U2 - 10.1080/09518398.2018.1548040

DO - 10.1080/09518398.2018.1548040

M3 - Article

AN - SCOPUS:85060345184

SN - 0951-8398

VL - 32

SP - 188

EP - 209

JO - International Journal of Qualitative Studies in Education

JF - International Journal of Qualitative Studies in Education

IS - 2

ER -

Pedagogy for partisanship: research training for Black graduate students in the Black intellectual tradition

Abstract

Bibliographical note

Keywords

ASJC Scopus subject areas

Access to Document

Other files and links

Fingerprint

Cite this