Rosemary J. Perez, Angie Kim, Amber Williams, Raúl Gámez, Jarett D. Haley, Christian Feliciano
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引用次数: 0
摘要
摘要基于对社区关怀的共同承诺,我们的少数种族高等教育学者集体旨在抵制研究生教育中研究团队经常过度竞争和孤立的性质。我们对社区护理的承诺也与过度关注生产力作为衡量学院成功的标准相反。在这个合作的自我民族志中,我们反思了我们作为一个由少数种族学者组成的研究团队在一个以白人为主的机构中努力实现我们对社区关怀的承诺,并为我们的经历赋予了意义。利用社会化和拒绝理论作为指导框架,我们确定了三个对我们作为一个团队的努力至关重要的概念:(a)为种族化和抵抗提供空间;(b)有意识地以集体学习过程和知识的共同构建为中心;(c)承认生产压力和维持关系之间的紧张关系。我们的研究结果强调了研究团队如何成为高等教育中少数族裔学者联系、拒绝和抵抗的场所。通过致力于相互关系和我们的人性,我们也说明了如何利用研究团队来想象和创造学术界的新未来。关键词:研究生教育社会化拒绝研究团队员工致谢感谢Kati Lebioda, Liz Jones, Judy Kim和Laura Lee Smith作为我们研究团队的新成员和前任成员的到来和合作。披露声明作者未报告潜在的利益冲突。
Building Capacity for Collective Possibilities: Reimagining Research Teams in Higher Education
ABSTRACTGrounding our work in shared commitments to community care, our collective of racially minoritized higher education scholars aims to resist the often overly competitive and isolating nature of research teams in graduate education. Our commitments to community care are also in opposition to a hyperfocus on productivity as a measure of success in the academy. In this collaborative autoethnography, we reflected upon and made meaning of our experiences as a research team of racially minoritized scholars at a predominantly white institution who are striving to enact our commitments to community care. Using socialization and the theory of refusal as guiding frameworks, we identified three concepts that were vital to our efforts as a team: (a) holding space for racialization and resistance, (b) deliberate centering of the collective learning process and co-construction of knowledge, and (c) acknowledging the tension between production pressures and maintaining relationships. Our findings highlight how research teams can serve as sites of connection, refusal, and resistance for racially minoritized scholars in higher education. By committing to mutuality and our humanity, we also illustrate how research teams can be used to imagine and create new futures in the academy.KEYWORDS: Graduate educationsocializationrefusalresearch teamsideal worker AcknowledgmentsThank you to Kati Lebioda, Liz Jones, Judy Kim, and Laura Lee Smith for the gift of their presence and partnership as new and former members of our research team.Disclosure statementNo potential conflict of interest was reported by the author(s).
期刊介绍:
Founded in 1930, The Journal of Higher Education publishes original research reporting on the academic study of higher education as a broad enterprise. We publish the highest quality empirical, theoretically grounded work addressing the main functions of higher education and the dynamic role of the university in society. We seek to publish scholarship from a wide variety of theoretical perspectives and disciplinary orientations. Articles appearing in the Journal employ an array of methodological approaches, and we welcome work from scholars across a range of career stages. Comparative and international scholarship should make clear connections to the U.S. context. Manuscripts not appropriate for submission to the Journal include purely theoretical papers, methodological treatises, unsolicited essays and reviews, and non-academic, institutional, and program evaluations or reports.