"Kudla Umndeni Kwothamele Izibankwa": Reflections of an African Scholar

Autor/in	Ndlovu, Nokwanda
Titel	"Kudla Umndeni Kwothamele Izibankwa": Reflections of an African Scholar
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 34 (2021) 10, S.948-964 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ndlovu, Nokwanda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2021.1982052
Schlagwörter	African Culture; Indigenous Knowledge; College Faculty; Teacher Attitudes; Research Methodology; Values; Self Concept; Cultural Background; Researchers; Interpersonal Relationship; Disadvantaged; Human Dignity; Parenting Styles; Parent Attitudes; Foreign Countries; Indigenous Populations; Social Change; Racial Segregation; Rural Areas; Urban Areas; Blacks; South Africa + Suchen Sie Ihr Suchwort? Africa; Culture; Afrika; Kultur; Fakultät; Lehrerverhalten; Research method; Forschungsmethode; Wertbegriff; Selbstkonzept; Researcher; Forscher; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Menschenwürde; Elternverhalten; Ausland; Sinti und Roma; Sozialer Wandel; Rassentrennung; Rural area; Ländlicher Raum; Urban area; Stadtregion; Black person; Schwarzer; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper details my efforts as an Indigenous African scholar to indigenize the research process -- from conception to publication -- across three data collection sites in South Africa. To respect the vulnerability and culture of the participants, Zulu and Xhosa cultural values like "hlonipha" (respect) and "ubuntu" (humanness) were incorporated into the research process. This paper also details my reflections on positionality, especially the sense of in-betweenness that came with a fluid sense of belonging and identity while researching my own culture. While there are certain advantages that a cultural insider possesses in terms of access to closed-off and historically oppressed communities, these privileges also come with the added responsibility of portraying these communities with the dignity and respect they deserve. This paper further discusses the pragmatic realities of decolonized research and offers insights and discussion for other indigenous researchers hoping to conduct research in their home communities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01