Researching the Bridge Called Our Backs: the Invisibility of 'Us' in Qualitative Communities

Autor/inn/en	Evans-Winters, Venus; Esposito, Jennifer
Titel	Researching the Bridge Called Our Backs: the Invisibility of 'Us' in Qualitative Communities
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 31 (2018) 9, S.863-876 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Evans-Winters, Venus) ORCID (Esposito, Jennifer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2018.1478152
Schlagwörter	Qualitative Research; African Americans; Hispanic Americans; Teacher Attitudes; College Faculty; Disadvantaged; Minority Groups; Feminism; Personal Narratives; Researchers; Theory Practice Relationship; Higher Education; Women Faculty; Females; Diaries; Conferences (Gatherings); Racial Differences; Consciousness Raising + Suchen Sie Ihr Suchwort? Qualitative Forschung; Afroamerikaner; Hispanic; Hispanoamerikaner; Lehrerverhalten; Fakultät; Ethnische Minderheit; Feminismus; Erlebniserzählung; Researcher; Forscher; Theorie-Praxis-Beziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Frauenakademie; Weibliche Gelehrte; Weibliches Geschlecht; Diary; Tagebuch; Rassenunterschied; Bewusstseinsbildung
Abstract	The article and the following discussion were prompted after the authors' participation in a recent qualitative research conference. In the article, a Black woman and Latina scholar share their experiences and reflections as scholar researchers. As a point of entry, they discuss how even qualitative research communities can be marginalizing spaces for scholars of color. Using theoretical perspectives of feminists of color, the authors provide snapshots into their personal dialogue around issues of research, theory, and practice. By examining their own personal and professional shared stories of coming to their scholarly identities, qualitative researchers will be able to better understand how women scholars of color grapple with and embrace a multiple consciousness to navigate academia and research communities. Based on these intellectual struggles and forms of resistance, the authors put forth suggestions for qualitative research theory and practice. The article has implications for qualitative research, higher education, and feminist theory. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01