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 journalArticlepeer-review

12 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 languageEnglish
Pages (from-to)188-209
Number of pages22
JournalInternational Journal of Qualitative Studies in Education
Volume32
Issue number2
DOIs
StatePublished - Feb 7 2019

Bibliographical note

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

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