Liminal Pedagogy at the Graduate Level: Reflections on the Doctoral Advisement Process in a Neoliberal University Context

Autor/inn/en	Fournillier, Janice B.; Edwards, Erica
Titel	Liminal Pedagogy at the Graduate Level: Reflections on the Doctoral Advisement Process in a Neoliberal University Context
Quelle	In: Journal of Negro Education, 89 (2020) 4, S.459-470 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	Doctoral Students; Doctoral Programs; Academic Advising; Neoliberalism; Cooperative Learning; African American Students; Scholarship; Afrocentrism; Epistemology; Cultural Background; Heritage Education; Autobiographies; Ethnography; Doctoral Dissertations + Suchen Sie Ihr Suchwort? Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Akademischer Rat; Neo-liberalism; Neoliberalismus; Kooperatives Lernen; African Americans; Afroamerikaner; Scholarships; Stipendium; Afro-centrisme; Afrozentrismus; Erkenntnistheorie; Autobiography; Autobiografie; Autobiographie; Ethnografie; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift
Abstract	In this article, we deal with our need to "speak truth to power" as we examine the liminal space in which we find ourselves. We look back at a mas' camp pedagogy, that comes out of lessons learned from the work in Trinidad and Tobago's Carnival mas' camps. It is a kind of collaborative learning that values the heritage knowledge and various skills each person brings to the space and affects the interaction between members of the community. The two authors who viewed the writing of the treatise in this pedagogical vein argue that it can be used to resist the abandonment of what Harding described as the old-fashioned, out-of-style, but real questions: "What is the vocation of the black scholar; what is MY vocation as a black scholar?" (Harding 2005, p.5). In response to these questions, we present our case as two scholars with an African-centered epistemology and ontology, to show how an affective process premised upon heritage knowledge strengthens us as we navigate liminality in a neoliberal institution. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: https://jne.howard.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01