Pedagogy for Partisanship: Research Training for Black Graduate Students in the Black Intellectual Tradition

Autor/inn/en	King, Joyce E.; Council, Thais M.; Fournillier, Janice B.; Richardson, Valora; Akua, Chike; McClendon, Natasha; Neely, Adrian N.; Mason Chisholm, Glenda; Russell, Tiffany Simpkins; Vieira da Silva Santos, Fernanda; Streeter, Mikala
Titel	Pedagogy for Partisanship: Research Training for Black Graduate Students in the Black Intellectual Tradition
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 32 (2019) 2, S.188-209 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (King, Joyce E.) ORCID (Council, Thais M.) ORCID (Fournillier, Janice B.) ORCID (Richardson, Valora) ORCID (Akua, Chike) ORCID (McClendon, Natasha) ORCID (Neely, Adrian N.) ORCID (Mason Chisholm, Glenda) ORCID (Russell, Tiffany Simpkins) ORCID (Vieira da Silva Santos, Fernanda) ORCID (Streeter, Mikala)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2018.1548040
Schlagwörter	African American Students; Graduate Students; Higher Education; Intellectual Development; Apprenticeships; Cooperation; Teacher Student Relationship; Partnerships in Education; Doctoral Programs; Cultural Background; African American Teachers; College Faculty; African American Culture; Inquiry; Personal Narratives; Georgia (Atlanta) + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mental development; Geistige Entwicklung; Apprenticeship; Lehre; Co-operation; Kooperation; Teacher student relationships; Lehrer-Schüler-Beziehung; Hochschulpartnerschaft; Doktorandenprogramm; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Fakultät; Erlebniserzählung
Abstract	Current and former students of two professors in a southern research university and a community educator, all participants in an African-centered research collaborative/apprenticeship, describe what and how we study together and our struggle to use our knowledge and research in service to our community. We uplift the works of key Pan-African/Black/Africana Studies/Nile Valley scholars to illustrate the African epistemic foundation of our collaborative/apprenticeship. We describe how we utilized the methodology of narrative inquiry to explore our experiences as participants in the HeKA (Heritage Knowledge in Action) research collaborative and how HeKA has provided ways of knowing and being centered in our culture and heritage. We present our findings, which include some of the dilemmas of Black doctoral students and emerging scholars engaged in HeKA and how this collaborative/apprenticeship serves as an emancipatory praxis to enable the next generation to realize their goals of partisan research and pedagogy in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01