Decolonizing Bibliography

Decoloniality and Knowledge Production

Reading List

 

Ahmed, Sara. On Being Included: Racism and Diversity in Institutional Life. Durham: Duke University Press, 2012.

Ain-Davis, Dana and Christa Craven. Debates and Interventions in Feminist Ethnography. New York: Rowman and Littlefield 2016.

Amsler, Sarah S. “From ‘therapeutic’ to Political Education: The Centrality of Affective Sensibility in Critical Pedagogy.” Critical Studies in Education 52, no. 1 (2011): 47-63.

Berry, Theodorea. “Being and Living in Research: A Discussion on Cultural Experience and Cultural Identity as Referents in Knowledge Production.” Journal of Thought 40, no. 1 (2005): 27-41.

Bridwell, Sandra. “A Constructive-Developmental Perspective on the Transformative Learning of Adults Marginalized by Race, Class, and Gender.” Adult Education Quarterly 63, no. 2 (2013): 127-46.

Carello, Janice, and Lisa D. Butler. “Potentially Perilous Pedagogies: Teaching Trauma Is Not the Same as Trauma-Informed Teaching.” Journal of Trauma & Dissociation 15, no. 2 (2014): 153-168.

Cueva, Bert Maria. “Theorizing the Racial and Gendered Educational Experiences of Chicanas and Native American Women at the Ph.D. Level in Higher Education: Testimonios of Resistance, Defiance, Survival, and Hope.” 2013, 274.

Delgado Bernal, Dolores. “Using a Chicana Feminist Epistemology in Educational Research,” Harvard Educational Review 63, no. 4 (1998): 555-582

Delgado Bernal, Dolores and Octavio Villalpando.“An Apartheid of Knowledge in Academia: The Struggle over the ‘Legitimate’ Knowledge of Faculty of Color.” Equity and Excellence in Education vol. 35, no. 2 (2002): 169-180.

Denise Taliaferro Baszile. “Rage in the Interests of Black Self: Curriculum Theorizing as Dangerous Knowledge.” JCT 22, no. 1 (2006): 8

Dortch, Deneice. The Strength from Within: A Phenomenological Study Examining the Academic Self-Efficacy of African American Women in Doctoral Studies. (2016). The Journal of Negro Education, 85(3), 350-364.

Earl Clark, Rosalyn, Rodriguez, Gloria M., Gonzalez, Cristina, and Lopez Figuerora, Julie. Exploring Experiences of Women of Color Doctoral Scholars at the University of California: Deconstructing Intersectionalities of Race, Class, and Gendered Microaggressions, 2015, ProQuest Dissertations and Theses.

Fine, Michelle. Just Research in Contentious times : Widening the Methodological Imagination. 2018 

Gay, Geneva. “Navigating marginality en route to the professoriate: Graduate students of color learning and living in academia”. International Journal of Qualitative Studies in Education, 17, 2004, 265–288.

hooks, bell. Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge, 1994.

Hill Collins, Patricia. Black Feminist Thought : Knowledge, Consciousness, and the Politics of Empowerment. Perspectives on Gender ; v. 2. Boston: Unwin Hyman, 1990.

Kaomea, Julie. “Dilemmas of an Indigenous academic: A Native Hawaiian Story.” Contemporary Issues in Early Childhood 2, no. 1 (2001): 67

Kishimoto, Kyoko. “Anti-racist Pedagogy: From Faculty’s Self-reflection to Organizing within and beyond the Classroom.” Race Ethnicity and Education 21, no. 4 (2018): 540-54.

Kumashiro, Kevin. “Against Repetition: Addressing Resistance to Anti-oppressive Change in the Practices of Learning, Teaching, Supervising, and Researching.” Harvard Educational Review 72, no. 1 (2002): 67-92.

Ladson-Billings, Gloria. “From the Achievement Gap to the Education Debt: Un standing Achievement in US Schools,” Educational Researcher 35, no. 7 (2006): 3-12.

Lawrence-Lightfoot, Sara and Jessica Hoffman Davis. The Art and Science of Portraiture. San Francisco: John Wiley and Sons, 1997.

Little, Sharoni. The Ph.D. as a Contested Intellectual Site: A Critical Race Analysis of the Personal and Institutional Factors That Influence the Persistence and Retention of Academically Successful Black Doctoral Students. 75, no. 11 (2015): Dissertation Abstracts International, A: The Humanities and Social Sciences, Vol.75(11).

MacKenzie, Sarah K., and Wolf, Mary M. “Layering Sel(f)ves: Finding Acceptance, Community and Praxis through Collage.” Qualitative Report 17 (2012): Qualitative Report, 2012, Vol.17.

Matias, Cheryl E. “Beginning With Me: Accounting For A Researcher Of Color’s Counterstories In Socially Just Qualitative Design.” 2012.

Molina, Kristine. “Women of Color in Higher Education: Resistance and Hegemonic Academic Culture”.  Feminist Collections 29, no. 1 (2008): 10-20.

McCaffery, Augustine. “American Indian Students: An Exploration of Their Experiences in Doctoral Programs”. 2012, ProQuest Dissertations and Theses.

Nkoane, Milton. “Discomforting Truths : The Emotional Terrain of Understanding Social Justice in Education.” 10, no. 2 (2012): 3-13

Nixon, Angelique. “The Magic and Fury of Audre Lorde: Feminist Praxis and Pedagogy”. The Feminist Wire, February 24, 2014.

Patel, Leigh. Decolonizing Educational Research: From Ownership to Answerability. New York: Routledge, 2016.

Trujillo, Carla Mari. Living Chicana Theory. Series in Chicana/Latina Studies. Berkeley, Calif.: Third Woman Press, 1998.

Tuitt, Franklin. “Enhancing Visibility in Graduate Education: Black Women’ Perceptions of Inclusive Pedagogical Practices.” International Journal of Teaching and 9-98.

Tuhiwai Smith, Linda. Decolonizing Methodologies: Research and Indigenous Peoples. New York: Zed Books Limited, 1999.

Zembylas, Michalinos. “Pedagogies of Strategic Empathy: Navigating through the Emotional Complexities of Anti-racism in Higher Education.” Teaching in Higher Education 17, no. 2 (2012): 113-25.Zembylas, Michalinos. “Critical Pedagogy and Emotion: Working through ‘troubled Knowledge’ in Posttraumatic Contexts.” Critical Studies in Education 54, no. 2 (2013): 176-89.

 

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