Special Issue Call: Racially-Just Epistemologies and Methodologies that Disrupt Whiteness12/18/2020
International Journal of Research & Method in Education
Special Issue Editor(s) Dr Sana Rizvi, University of Exeter s.rizvi@exeter.ac.uk Dr Altheria Caldera, Intercultural Development Research Association (IDRA) altheriacaldera@icloud.com Racially-Just Epistemologies and Methodologies that Disrupt Whiteness The International Journal of Research & Methods in Education invites authors to contribute to a special issue for publication in Spring 2022, which explores what racially just epistemologies and methodologies look like in educational research. In particular, we are seeking theoretical and empirical manuscripts that advance knowledge of the ways in which educational research can be conducted, drawing upon epistemologies and utilising methodologies that demonstrate respect for Black, Indigenous and other People of Colour (BIPOC). Manuscripts should explore the ways historically marginalised onto-epistemological frameworks and decolonising methodologies can be useful for investigating the lives of racially minoritised students, families and communities. There are a number of challenges that educational research methods need to address. This includes the following: (1) that whiteness in educational research is sustained by the epistemological ignorance of race (Mills, 2007) and that European colonisation contributes to epistemicide, or the destruction of knowledges held by the subaltern (2014); and (2) that communities of colour are creators of knowledge and should be central to developing knowledge in way that helps them “talk back” to the western construction of their lived experience (bell hooks, 1989, p. 9; Hill Collins, 1990). We look for papers on topics that address these and other related challenges. Contributors to this special issue will critically interrogate existing research methodologies and epistemologies and propose others that are useful in disrupting the apartheid of knowledge (Delgado Bernal & Villalpando, 2002) and that expose the racial character of knowledge systems in educational research. This issue furthers the ongoing work of people of colour who recognise the need for “theoretical and methodological spaces'' of their own (Evans-Winters, 2019, p. 14). Authors are encouraged to submit abstracts that address the following or related topics:
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