Finding Ourselves as Black Women in Eurocentric Theory: Collaborative Biography on Learning and Reshaping Qualitative Inquiry

Autor/inn/en	Summerville, Kiara S.; Campbell, Erica T.; Flantroy, Krystal; Prowell, Ashley Nicole; Shelton, Stephanie Anne
Titel	Finding Ourselves as Black Women in Eurocentric Theory: Collaborative Biography on Learning and Reshaping Qualitative Inquiry
Quelle	In: Qualitative Research Journal, 21 (2021) 4, S.456-468 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shelton, Stephanie Anne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-9883
DOI	10.1108/QRJ-06-2020-0050
Schlagwörter	African Americans; Females; Racial Bias; Collaborative Writing; Personal Narratives; Qualitative Research; Scholarship; Biographies; African American Students; Doctoral Students; Race; Gender Issues; Social Class; Self Concept; Creative Writing; Ethnocentrism + Suchen Sie Ihr Suchwort? Afroamerikaner; Weibliches Geschlecht; Racial discrimination; Rassismus; Erlebniserzählung; Qualitative Forschung; Scholarships; Stipendium; Biography; Biografie; Biographie; African Americans; Student; Students; Schüler; Schülerin; Studentin; Doctoral studies; Doctorate studies; Doctoral candidate; Doktorandenprogramm; Doktorand; Doktorandin; Rasse; Abstammung; Geschlechterfrage; Social classes; Soziale Klasse; Selbstkonzept; Kreatives Schreiben; Ethnozentrismus
Abstract	Purpose: Qualitative research consistently centers Eurocentrism through courses' integrations of ontological, epistemological and axiological perspectives. This literal whitewashing was a source of great frustration and confusion for the authors, four Black women, who found their identities omitted and disregarded in qualitative inquiry. Using Collins' outsider-within concept and collective narratives to center their experiences, the authors seek through their writing to actively repurpose and re-engage with qualitative scholarship that generally seeks to exclude Black women. Design/methodology/approach: Theoretically informed by Collins' outsider-within concept, the authors use Deleuze and Parnet's collective biography to tell the stories of four Black doctoral students negotiating race, gender, class and intellectual identity, while critiquing Eurocentric theory, through coursework. The collaborative writing process provided shared space for the engagement of individual thoughts and experiences with(in) others' narratives. Findings: Black women can interpret qualitative inquiry outside of the Eurocentric norm, and qualitative courses can provide spaces for them to do so by repositioning Black women philosophers as central to understanding qualitative inquiry. Originality/value: Through collective biography (Deleuze and Parnet, 2007), this paper centers the voices of four Black women scholars who use a creative writing approach to think with/through theory as Black women (Jackson and Mazzei, 2012). The paper offers new discussions of and ways in which qualitative researchers might decolonize Eurocentric ways of knowing in qualitative inquiry and qualitative pedagogy from students' perspectives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01