The Emerging Paradigm of Afrocentric Research Methods. ASHE Annual Meeting Paper.

Autor/in	Milam, John H., Jr.
Titel	The Emerging Paradigm of Afrocentric Research Methods. ASHE Annual Meeting Paper.
Quelle	(1992), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Afrocentrism; Blacks; Cultural Differences; Cultural Influences; Higher Education; Research Methodology; Social Science Research; Social Sciences + Suchen Sie Ihr Suchwort? Afro-centrisme; Afrozentrismus; Black person; Schwarzer; Kultureller Unterschied; Cultural influence; Kultureinfluss; Hochschulbildung; Hochschulsystem; Hochschulwesen; Research method; Forschungsmethode; Social scientific research; Sozialwissenschaftliche Forschung; Social science; Sozialwissenschaften; Gesellschaftswissenschaften
Abstract	This paper considers fundamental questions raised in the current debate about Afrocentric research methods in the social sciences. The discussion covers feminist, critical theory, radical humanist, radical structuralist, ethnographic, naturalistic inquiry, constructivism, and phenomenological inquiry approaches to research. The working definition of Afrocentric research methodology is primarily derived from the work of Molefi K. Asante. The paper offers a chronology of the developing dialogue among intellectuals about Afrocentric research methods. It also looks at Afrocentrism in terms of Eurocentrism, Afrocentric social theory, and Afrocentric social science. Further discussion treats ontology, epistemology, and physics. An exploration of methods, location, the role of the researcher, validity and integrity, and ethics culminates in a list of 10 important concepts and ideas to describe the emerging principles of Afrocentric research methodology including the following: (1) Afrocentricity offers a new paradigm of social theory and social science which represents a major departure; (2) it provides a unique lens for analyzing all forms of oppression at the same time and with the same degree of commitment, among them race, gender, and class; and (3) knowledge which is inherently Eurocentric is abandoned, and all knowledge is scrutinized for Eurocentric bias. (Contains 31 references.) (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC