认识与差异认识:教育领导力的启示

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Administration Quarterly Pub Date : 2021-10-20 DOI:10.1177/0013161X211036079
George J. S. Dei (Nana Adusei Sefa Tweneboah), Asna Adhami
{"title":"认识与差异认识:教育领导力的启示","authors":"George J. S. Dei (Nana Adusei Sefa Tweneboah), Asna Adhami","doi":"10.1177/0013161X211036079","DOIUrl":null,"url":null,"abstract":"Our paper will examine the question of counter-hegemonic knowledge production in the Western academy and the responsibilities of the Racialized scholar coming to know and producing knowing to challenge the particularity of Western science knowledge that masquerades as universal knowledge in academia. We engage the topic from a stance examining the coloniality of knowledge in educational leadership by centering Indigenous knowledge systems in the academy as a means to disrupt Euro-colonial hegemonic knowledging. We ask: How do we challenge the “grammar of coloniality” of Western knowledge and affirm the possibilities of a reimagining of “new geographies” and cartographies of knowledge as varied and intersecting ontologies and epistemologies that inform our human condition as “learning experiences, research, and knowledge generation” practices? The paper highlights epistemic possibilities of multicentricity, that is, multiple ways of knowledge as critical to understanding the complete history of ideas and events that have shaped and continue to shape human growth and development. The paper highlights Indigeneity as a salient entry point to producing counter-hegemonic knowing. The paper concludes pointing to implications for educational “re-search” and African educational futurity.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":2.4000,"publicationDate":"2021-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"Coming to Know and Knowing Differently: Implications of Educational Leadership\",\"authors\":\"George J. S. Dei (Nana Adusei Sefa Tweneboah), Asna Adhami\",\"doi\":\"10.1177/0013161X211036079\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Our paper will examine the question of counter-hegemonic knowledge production in the Western academy and the responsibilities of the Racialized scholar coming to know and producing knowing to challenge the particularity of Western science knowledge that masquerades as universal knowledge in academia. We engage the topic from a stance examining the coloniality of knowledge in educational leadership by centering Indigenous knowledge systems in the academy as a means to disrupt Euro-colonial hegemonic knowledging. We ask: How do we challenge the “grammar of coloniality” of Western knowledge and affirm the possibilities of a reimagining of “new geographies” and cartographies of knowledge as varied and intersecting ontologies and epistemologies that inform our human condition as “learning experiences, research, and knowledge generation” practices? The paper highlights epistemic possibilities of multicentricity, that is, multiple ways of knowledge as critical to understanding the complete history of ideas and events that have shaped and continue to shape human growth and development. The paper highlights Indigeneity as a salient entry point to producing counter-hegemonic knowing. The paper concludes pointing to implications for educational “re-search” and African educational futurity.\",\"PeriodicalId\":48091,\"journal\":{\"name\":\"Educational Administration Quarterly\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.4000,\"publicationDate\":\"2021-10-20\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educational Administration Quarterly\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/0013161X211036079\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Administration Quarterly","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/0013161X211036079","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 2

摘要

本文将探讨西方学术界的反霸权知识生产问题,以及种族化的学者认识和生产知识的责任,以挑战学术界伪装成普遍知识的西方科学知识的特殊性。我们从考察教育领导中知识的殖民性的立场出发,以学院中的土著知识系统为中心,作为破坏欧洲殖民主义霸权知识的手段。我们的问题是:我们如何挑战西方知识的“殖民语法”,并确认将“新地理学”和知识制图重新想象为多样化和交叉的本体论和认识论的可能性,这些本体论和认识论将我们的人类状况告知为“学习经验,研究和知识生成”实践?本文强调了多中心的认知可能性,也就是说,多种知识方式对于理解已经并将继续塑造人类成长和发展的思想和事件的完整历史至关重要。本文强调了作为产生反霸权认知的一个显著切入点的本土化。文章最后指出了对教育“研究”和非洲教育未来的启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
Coming to Know and Knowing Differently: Implications of Educational Leadership
Our paper will examine the question of counter-hegemonic knowledge production in the Western academy and the responsibilities of the Racialized scholar coming to know and producing knowing to challenge the particularity of Western science knowledge that masquerades as universal knowledge in academia. We engage the topic from a stance examining the coloniality of knowledge in educational leadership by centering Indigenous knowledge systems in the academy as a means to disrupt Euro-colonial hegemonic knowledging. We ask: How do we challenge the “grammar of coloniality” of Western knowledge and affirm the possibilities of a reimagining of “new geographies” and cartographies of knowledge as varied and intersecting ontologies and epistemologies that inform our human condition as “learning experiences, research, and knowledge generation” practices? The paper highlights epistemic possibilities of multicentricity, that is, multiple ways of knowledge as critical to understanding the complete history of ideas and events that have shaped and continue to shape human growth and development. The paper highlights Indigeneity as a salient entry point to producing counter-hegemonic knowing. The paper concludes pointing to implications for educational “re-search” and African educational futurity.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Educational Administration Quarterly
Educational Administration Quarterly EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.90
自引率
3.00%
发文量
9
期刊介绍: Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. As an editorial team, we embrace traditional and emergent research paradigms, methods, and issues. We particularly promote the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.
期刊最新文献
“Fighting an Uphill Battle”: The Pursuit of Equity Through the Every Student Succeeds Act in North Carolina Preparing Early Education Leaders: An Analysis of UCEA Principal Preparation Programs Assessing the Psychometric Qualities of the Data-Informed School Leadership Survey Conflict, Competition, and Collaboration in Co-Located Schools: School Leaders Navigating Structural Distrust Responding to Crisis: A Multiple Case Study of District Approaches for Supporting Student Learning in the COVID-19 Pandemic
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1