Abstract
As a result of dominant epistemological paradigms in education, scholarship and research that prioritize marginalized perspectives on knowledge are often overlooked and devalued outside of specialized discourse, such as feminist and critical race studies. Therefore, this dissertation critiques traditional knowledge paradigms by exploring the central research question: In what ways, if any, do conceptualizations of knowledge in higher education influence sense of belonging in higher education among Black, Brown, Indigenous and other Women of Color during their doctoral studies? To answer this question, participants and researcher, together, consider broader philosophical questions related to underlying perceptions of knowledge. The purpose of this philosophical consideration is to interrogate understandings of epistemology and how the underlying assumptions of epistemology have the potential to influence sense of belonging among women from historically and contemporarily marginalized racial communities. The study utilizes a combination of three qualitative and humanities-oriented research methods: (1) philosophical autoethnography; (2) focus groups; and (3) social fiction that are informed by a critical conceptual framework that weaves together constructs in Black feminist thought and womanism, philosophical orientation, and counter-storytelling. Analysis of collected data employs writing as inquiry, qualitative coding and thematic analysis, and post-qualitative inquiry. By critiquing traditional knowledge paradigms, this research opens up space for reimagining how knowledge is conceptualized and supports efforts to transform institutions into more equitable environments.
Presenters
Bethany ParkerStudent, Doctoral Candidate, University of Tennessee-Knoxville, Tennessee, United States
Details
Presentation Type
Theme
KEYWORDS
Epistemology, Sense of Belonging, Philosophical Orientation, Higher Education, Women
