Cultivating a Decolonized Community of Practice for the Sake of Research, Remedy, and Repair

• In Event: AERA Roundtable Session Saturday 5:10 pm Four Seasons Ballroom 4
  In Roundtable Session: From Colonization to Community-Informed Educational Research (Table 9)

Abstract

This presentation showcases findings from a group of doctoral students in education who created a community of practice to decolonize their research, teaching, and learning. Academia traditionally upholds hegemonic legacies which exclude, intentionally or unintentionally, marginalized populations. Arguably, hierarchies within higher education further incite these legacies, despite calls to decolonize and embrace many ways of knowing, being, and speaking, and thus can be a confusing space for doctoral students wanting to effect change. A powerful space to counter those legacies, though, is with other like-minded doctoral students in communities of practice. Using a method of inquiry of collaborative self-study along with a lens of decolonization, we sought to envision where possibilities of remedy and repair could occur in our research.

Authors

• Caroline B. Rabalais, Georgia State University

• Romonda Middlebrooks-Jefferson, Georgia State University

• Nozipho Moyo, Georgia State University

• Saniha Kabani, Georgia State University

• Elyse Johnson, Georgia State University