ERIC Number: EJ960161
Record Type: Journal
Publication Date: 2012
Abstractor: As Provided
Resistance Meets Spirituality in Academia: "I Prayed on It!"
Agosto, Vonzell; Karanxha, Zorka
Negro Educational Review, v62-63 n1-4 p41-66 2011-2012
We describe the lived experiences of a Black Woman educational leader who has studied and worked in the academy and in the field of K-12 education. This partial life history, excavated through the tenets of Critical Race Theory (CRT), illuminates the social construction of race and the pervasiveness and permanence of racism. We determined through a series of interviews that the participant's resilient resistance is guided by critical spirituality so that circumstances and people who challenge her also confront this source of power. Her lived experience, from student to faculty member, conveys the challenges and opportunities she faces and adds to the scholarship to better understand anti-oppressive education. As a result of our study we derived implications for practice which include suggested institutional efforts to build support structures for Black women and shift academic culture. Also, there are recommendations which include conducting socially and culturally responsible and responsive mining of the contributions of Black women and providing culturally relevant support to sustain Black woman scholars and practitioners in education and educational leadership at all levels.
Descriptors: Interviews, Religious Factors, Instructional Leadership, Faculty, Religion, Spiritual Development, Resistance (Psychology), African Americans, Females, Women Faculty, African American Leadership, Social Theories, Racial Bias, Equal Opportunities (Jobs), Cultural Relevance, Equal Education, Personal Narratives
Negro Educational Review, Inc. NER Editorial Offices, School of Education, 1601 East Market Street, Greensboro, NC 27411. Tel: 412-648-7320; Fax: 412-648-7081; Web site: http://www.oma.osu.edu/vice_provost/ner/index.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Authoring Institution: N/A