Scholars of Color Turn to Womanism: Countering Dehumanization in the Academy

Autor/inn/en	Fraser-Burgess, Sheron Andrea; Warren-Gordon, Kiesha; Humphrey, Jr., David L.; Lowery, Kendra
Titel	Scholars of Color Turn to Womanism: Countering Dehumanization in the Academy
Quelle	In: Educational Philosophy and Theory, 53 (2021) 5, S.505-522 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fraser-Burgess, Sheron Andrea) ORCID (Lowery, Kendra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2020.1750364
Schlagwörter	Criticism; Moral Values; Social Justice; Females; Social Change; College Faculty; Minority Group Teachers; Inclusion; Teaching Methods; Educational Philosophy; Theological Education; Law Enforcement; Power Structure; Alienation; Blacks; African Americans; Work Environment; Self Concept; Ethics; Epistemology; Christianity; Religious Education + Suchen Sie Ihr Suchwort? Kritik; Moral value; Ethischer Wert; Soziale Gerechtigkeit; Weibliches Geschlecht; Sozialer Wandel; Fakultät; Inklusion; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsphilosophie; Erziehungsphilosophie; Gesetzesvollzug; Entfremdung; Black person; Schwarzer; Afroamerikaner; Arbeitsmilieu; Selbstkonzept; Ethik; Erkenntnistheorie; Christentum; Kirchliche Erziehung; Religionserziehung; Religionspädagogik
Abstract	The article draws on critiques in political theory and morality to argue that womanism, a worldview rooted in Black women's lives and history, provides an alternative conceptual framework to prevailing Eurocentric thinking, for promoting socially just institutions of higher education. Presupposing a positioned, encultured, and embodied account of identity, womanism's social change perspective holds transformative promise. It foregrounds Black women's penchant for reaching solutions that promote communal balance, affirm one's humanity and attend to the spiritual dimension (Phillips, 2006). Directed first towards scholars of color, fostering inclusivity, communalist values and acknowledged intersectionality offers an ethic of the embodied self. As a corollary, it argues for a universal that recommends at least two guiding principles for a pedagogical philosophy. It is, first oriented towards a love of self and second towards placing all disciplines within a cultural-historical context. In the first claim, there is potential for nothing less than suspending the symbolic and ontological violence to one's sense of belonging in academia. In the second claim, such an understanding can position scholars of color to actively re-narrate their fields. As illustrations, we focus on three academic fields of education, theology in higher education, and criminal justice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01