000			02090cam a2200289zu 4500
001			88875485
003			FRCYB88875485
005			20250107120933.0
006			m o d
007			cr un
008			250107s2019 fr | o|||||0|0|||eng d
020			_a9781433158605
035			_aFRCYB88875485
040			_aFR-PaCSA _ben _c _erda
100	1		_aBrock, Rochelle
245	0	1	_aLiberation in Higher Education _bA White Researcher's Journey Through the Shadows _c['Brock, Rochelle', 'Militz-Frielink, Sarah']
264		1	_bPeter Lang _c2019
300			_a p.
336			_btxt _2rdacontent
337			_bc _2rdamdedia
338			_bc _2rdacarrier
650		0	_a
700	0		_aBrock, Rochelle
700	0		_aMilitz-Frielink, Sarah
856	4	0	_2Cyberlibris _uhttps://international.scholarvox.com/netsen/book/88875485 _qtext/html _a
520			_aLiberation in Higher Education introduces and expands on the notion of Endarkened Feminist Epistemology (EFE) based on a qualitative case study of Cynthia B. Dillard and her students as well as the white researcher and author, Sarah Militz-Frielink, as she became transformed through her research in higher education. Dillard, who created EFE as a teaching and research paradigm in 2000, grounded it in several frameworks: Black feminist thought, standpoint theory, the tenets of African American spirituality, and the work of Parker J. Palmer on non-religious spirituality in education. The book delves into EFE's origins and students' meaning-making experiences with EFE?including related themes such as healing, identity development, cultural histories, spirituality, and the evolution of the phenomenon over time. This book also includes a chapter in which Militz-Frielink applies EFE as a methodology to herself, which is one of the recommended practices of EFE as a research tool. Liberation in Higher Education concludes with implications and recommendations for practitioners, particularly white practitioners in higher education who work with African American students in predominantly white institutions.
999			_c22781 _d22781