A Researcher "Called" to "Taboo" Places?: A Burgeoning Research Method in African-Centered Education

Autor/in	Shockley, Kmt G.
Titel	A Researcher "Called" to "Taboo" Places?: A Burgeoning Research Method in African-Centered Education
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 22 (2009) 2, S.163-176 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
Schlagwörter	Afrocentrism; Educational Research; Cultural Awareness; Cultural Pluralism; Interprofessional Relationship; Professional Isolation; Professional Development; Ethnicity; Ethnography + Suchen Sie Ihr Suchwort? Afro-centrisme; Afrozentrismus; Bildungsforschung; Pädagogische Forschung; Cultural identity; Kulturelle Identität; Kulturpluralismus; Ethnizität; Ethnografie
Abstract	This article presents a self-reflexive analysis of the complexities of conducting Afrocentric education research while living with a "double consciousness." Having been "called" to places that are considered to be "taboo" the author takes readers on a journey that begins in his busy mind and ends in on the African continent in a "rabbit hole." Drawing on the ethnographic and Africalogical traditions, the author provides a much needed explanation of where Afrocentric education began and is headed, and how the method has advanced from being a "general" attempt to increase pride and cultural awareness to a more focused attempt at cultural inculcation. As the journey ends, the author illustrates a very different and life-changing cultural experience that gives him the ability to "see" very clearly for the first time what it means to live from the cultural perspective of the "other." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10