The Philosophical Approach of Sankofa: Perspectives on Historically Marginalized Doctoral Students in the United States and South Africa
The Philosophical Approach of Sankofa: Perspectives on Historically Marginalized Doctoral Students in the United States and South Africa
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桑科法的哲学方法：对美国和南非历史上边缘化的博士生的看法
DOI：
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发表时间：
2019
影响因子：
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通讯作者：
P. Felder
中科院分区：
文献类型：
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作者：
P. Felder
目的/宗旨：这项工作有助于扩大美国、南非和高等教育国际化背景下的博士教育研究对话。有一个重点是确定和重新解释博士过程中，种族和文化方面已被边缘化的方式制度和系统的排斥。一个基本的前提是支持边缘化博士生的经历的代表性，以提出关于博士教育、研究和实践对话中的参与和贡献的问题。
背景：数十年的报告提供了学位获得统计肖像的证据。然而，一些大规模的报告不包括历史上被边缘化的博士生的代表性，直到20世纪70年代在美国，21世纪初在南非。随着高等教育国际化的发展，审查边缘化的影响有助于支持在发展区域性国际教育组织、多边网络和跨合作教学和研究项目方面开展以多样性为重点的讨论。
方法学：这篇概念性论文的哲学方法包括Sankofa传统，作为一个过程，回到以前的趋势，在文学上完成博士学位，以确定机会的审问和重新解释博士的经验。多样性和关键的种族理论，CRT的维度框架，指导种族和文化的观点集中在排斥，结构多样性，以及在美国和南非完成博士学位的心理/行为经验的解释。一个有目的的抽样策略是用来确定的文献来源，这些方面被确定。
贡献：这项工作的一个主要贡献是在美国和南非的博士教育中使用维度多样性框架。
调查结果：以往的研究解释揭示了关键的洞察力，了解种族和文化方面的博士学位的过程中，通过比较的角度在历史上被边缘化的博士学位在美国和南非的经验。它们包括考虑社会发展导致目前的困境边缘化的学生，不同的数据报告策略的意识，文化哲学的实施，以扩大对如何理解学生的经验，并在师生关系的差异的理解。
对从业人员的建议：对从业人员的建议强调了文化方法在制定和实施支持历史上被边缘化的博士生的实际战略中的应用。
对研究人员的建议：研究人员的建议考虑在奖学金的发展，支持历史上边缘化的博士生在全球范围内的文化approaches的应用。
对社会的影响：这项工作的预期成果包括提高对历史上被边缘化的博士生的认识。建议的重点是改善他们在美国和南非的学术和职业经验，并对他们的贡献产生全球影响。
未来研究：未来的研究应考虑文化哲学approaches的应用，在全球，国家和地方背景下审查历史上边缘化的博士生经验。
Aim/Purpose: This work contributes to the expansion of dialogue on doctoral education research in the United States, South Africa, and within the context of higher education internationalization. There is an emphasis on identifying and reinterpreting the doctoral process where racial and cultural aspects have been marginalized by way of institutional and systemic exclusion. An underlying premise is to support representation of marginalized doctoral student experiences to raise questions about participation and contributions within the dialogue on doctoral education research and practice.
Background: Decades of reporting provide evidence of statistical portraits on degree at-tainment. Yet, some large-scale reporting does not include representation of historically marginalized doctoral students until the 1970s in the United States, and the 2000s for South Africa. With the growth of internationalization in higher education, examination of the impact of marginalization serves to support representation of diversity-focused discussions in the development of regional international education organizations, multilateral networks, and cross-collaborative teaching and research projects.
Methodology: The philosophical approach for this conceptual paper embraces the Sankofa tradition as a process of going back to previous trends in literature on doctoral degree completion to identify opportunities for interrogation and reinterpretation of the doctoral experience. A dimensional framework of diversity and critical race theory, CRT, guides interpretation of racial and cultural perspectives focused on exclusion, structural diversity, and the psychological/behavioral experiences related to doctoral degree completion in the United States and South Africa. A purposeful sampling strategy is used to identify of literature sources where these dimensions are identified.
Contribution: A major contribution of this work is the use of a dimensional diversity framework in doctoral education in both the US and South Africa.
Findings: Interpretation of previous studies reveal critical insight for understanding the racial and cultural aspects of the doctoral process through comparison of perspectives on the historically marginalized doctoral experience in the United States and South Africa. They include consideration of the social developments leading to the current predicament of marginalization for students, awareness of the different reporting strategies of data, implementation of cultural philosophies to broaden the focus on how to understand student experiences, and an understanding of the differences in student-faculty relationships.
Recommendations for Practitioners: Recommendations for practitioners highlight the application of cultural approaches in the development and implementation of practical strategies for supporting historically marginalized doctoral students.
Recommendations for Researchers: Recommendations for researchers consider the application of cultural ap-proaches in the development of scholarship supporting historically marginal-ized doctoral students within a global context.
Impact on Society: Intended outcomes for this work include increasing awareness about historically marginalized doctoral students. Recommendations are focused on improving their academic and career experiences in the United States and South Africa with global implications regarding their contributions.
Future Research: Future research should consider the application of cultural philosophical ap-proaches when examining the historically marginalized doctoral experience within global, national, and local contexts.