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 - 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 -