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ERIC Number: EJ1460668
Record Type: Journal
Publication Date: 2025-Feb
Pages: 28
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0742-5627
EISSN: EISSN-1573-1758
Available Date: 2024-07-11
Disrupting Dehumanizing Norms of the Academy: A Model for Conducting Research in a Collective Space
Innovative Higher Education, v50 n1 p107-134 2025
Academic research and knowledge production are frequently pervaded by elitism (Torres-Olave et al., 2019), epistemic exclusion (Dotson, 2014; Settles et al., 2020), and racialization (Ray, 2019; Thelin, 2019; Wilder, 2013). These discriminatory, exclusionary, and biased systems delegitimize the work of minoritized scholars, stifle innovation, and deter progress toward less violent processes to engage in knowledge production. Literature documenting innovative efforts to advance these commitments is scarce (Creamer, 2004), further underscoring the need and urgency for additional research examining how scholars incorporate and center equitable approaches in knowledge production in the Academy. As such, the central purpose of this qualitative autoethnographic study is to examine our experiences as minoritized scholars who center equity in the U.S. South; a secondary purpose of this work is to document the confluence of place, counterspace creation, and linkages between humanization and scholarly knowledge production. This research revealed our different yet shared negative socialization experiences in the Academy and, centrally, how our research collective diverges from traditionalist and power-imbalanced collaborative research. We foreground how we purposefully elect to humanize our fellow co-researchers, support each other's learning and growth, and prioritize healing for ourselves as scholars with minoritized identities and transformation of the social inequities that permeate higher education. Based on our findings, we present a conceptual model of our research collective as a counterspace (Ong et al., 2018) to de facto scholarly socialization and dehumanization within the Academy.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link-springer-com.bibliotheek.ehb.be/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: 1University of Texas at Arlington, Department of Educational Leadership & Policy Studies, Arlington, USA; 2University of North Carolina at Greensboro, Department of Teacher Education and Higher Education, Greensboro, USA; 3Guilford College, Department of Justice and Policy Studies, Greensboro, USA; 4RTI International, Glen Burnie, USA; 5Loyola University Chicago, School of Education, Chicago, USA