Literaturnachweis - Detailanzeige
Autor/in | Morton, Christina S. |
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Titel | (Re)Centering the Spirit: A Spiritual Black Feminist Take on Cultivating Right Relationships in Qualitative Research |
Quelle | In: Journal of College Student Development, 61 (2020) 6, S.765-780 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0897-5264 |
Schlagwörter | Females; Womens Education; Student Research; Engineering Education; Doctoral Students; Feminism; Blacks; African American Students; Minority Group Students; Spiritual Development; Religious Factors; Racial Differences; Gender Differences Weibliches Geschlecht; 'Women''s education'; Frauenbildung; Studentenforschung; Ingenieurausbildung; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Feminismus; Black person; Schwarzer; African Americans; Afroamerikaner; Rassenunterschied; Geschlechterkonflikt |
Abstract | Through a study exploring the role of spirituality in the lives of Black women pursuing engineering doctorates, this article provides a reimagining of researcher/participant relationships in qualitative research and highlights new possibilities in cultivating research relationships that are both humanizing and healing. This reimagining is guided by two frameworks. The first is Black feminist thought enunciated by Collins (1990/2000) to affirm Black women's knowledge claims through lived experience, the centrality of dialogue, and the ethics of personal accountability and care. The second is endarkened feminist epistemology's methodology of surrender (Dillard, 2006), which embraces love, compassion, reciprocity, and ritual. (As Provided). |
Anmerkungen | Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: http://www.press.jhu.edu/journals/subscribe.html |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |