Going against the Current of Hegemonic "White-IST" Discourse: A Doctoral Program Journey from Critical Student + Guide Perspectives

Autor/inn/en	Gray, LaVerne; Mehra, Bharat
Titel	Going against the Current of Hegemonic "White-IST" Discourse: A Doctoral Program Journey from Critical Student + Guide Perspectives
Quelle	In: Journal of Education for Library and Information Science, 62 (2021) 2, S.182-200 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-5786
Schlagwörter	Student Attitudes; Whites; Minority Group Students; Library Science; Information Science Education; Ethnography; Story Telling; Personal Narratives; Doctoral Students; Doctoral Programs; Barriers; Advantaged; Program Implementation; Criticism; Educational Experience; Social Bias; Racial Bias; College Faculty; Educational Environment; Teacher Student Relationship; Disadvantaged; Research Universities; Culturally Relevant Education; Mentors; Academic Advising; Administrator Attitudes + Suchen Sie Ihr Suchwort? Schülerverhalten; White; Weißer; Bibliothekswissenschaft; Informationstechnologische Bildung; Ethnografie; Erlebniserzählung; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Kritik; Bildungserfahrung; Racial discrimination; Rassismus; Fakultät; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teacher student relationships; Lehrer-Schüler-Beziehung; Forschungseinrichtung; Akademischer Rat
Abstract	This article presents a critique of systemic library and information science (LIS) education and its hegemonic "White-IST" (White + elitist) discourse prevalent across the conceptualization and implementation of doctoral programs in the United States. The text illuminates the structural aspects of the doctoral experience embedded in (yet beyond) a shared narrative, to present implications for doctoral education for LIS students of color. The article extends an autoethnographic approach to personal narrative and storytelling from the critical perspectives of a student + guide. It identifies challenges to overcome barriers in achieving milestones in the LIS doctoral journey while critiquing programmatic issues in the process. (As Provided).
Anmerkungen	Association for Library and Information Science Education. 4 Lan Drive Suite 310, Westford, MA 01886. Tel: 978-674-6190; Fax: 978-250-1117; e-mail: office@alise.org; Web site: https://www.alise.org/jelis-2
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01