The Possibilities of a Nigerian Feminist Epistemology in Educational Research and Practice

• In Event: Friday Roundtable Session 4:55 pm
  In Roundtable Session: To Be Black, International/Immigrant in Higher Education: A Critical Examination of Experiences, Scholarship, and Practices (Table 3)

Abstract

Black immigrant-origin students and scholars are an understudied and increasingly growing population in U.S. higher education. In this paper, the authors use their lived experiences as Black, second-generation immigrant women to ponder the possibility of an analytical and epistemological lens that considers how the intersections of immigration and generational status, culture, and gender and gendered expectations, shape how resistance and persistence shapes and informs their research and teaching, and how it may shape the lives of the students they study and support. Thus, the purpose of this paper is to articulate a Nigerian feminist epistemology, to consider how taken for granted ethnic and immigrant identities add nuance to the Black schooling and academic experiences that have been described in prior literature.

Authors

• Ezinne Ofoegbu, Santa Clara University

• Leslie Uchenna Ekpe, East Texas A&M University