Love as De/Colonial Onto-Epistemology: A Post-Oppositional Approach to Contextualized Research Ethics

Mildred Boveda, Kakali Bhattacharya

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

In this essay, we describe our path toward a shared understanding of a love-based onto-epistemic orientation to de/coloniality. Our exploration includes the negotiation of our intersectional and entangled identities, subject positions, and understandings of research ethics in education. A de/colonial sensibility is critical in urban educational contexts given the predominance of uninterrogated westernized epistemologies in curriculum and instruction. We seek to bring awareness to the colonial ways scholarly knowledge is constructed, disseminated, and used in urban teacher and leadership education. We critique colonial assumptions from a post-oppositional approach that moves away from antagonistic discourse and toward considering possibilities for a transformative future. We enact our proposed ethical orientation through personal narratives, critical self-reflection, and prioritizing knowledge construction from (non)traditional spaces such as those created by our mothers. We conclude with points of consideration for those engaged in urban education research that center love-based onto-epistemologies and the lived realities of people who are traditionally minoritized, racialized, or ignored in academia.

Original languageEnglish (US)
Pages (from-to)5-25
Number of pages21
JournalUrban Review
Volume51
Issue number1
DOIs
StatePublished - Mar 1 2019

Fingerprint

research ethics
ethics
epistemology
love
education
reflexivity
curriculum
leadership
instruction
narrative
discourse
teacher

Keywords

  • Collaboration
  • Decolonization
  • Love
  • Research ethics
  • Teacher education

ASJC Scopus subject areas

  • Urban Studies

Cite this

Love as De/Colonial Onto-Epistemology : A Post-Oppositional Approach to Contextualized Research Ethics. / Boveda, Mildred; Bhattacharya, Kakali.

In: Urban Review, Vol. 51, No. 1, 01.03.2019, p. 5-25.

Research output: Contribution to journalArticle

@article{37cfafcf76a148559951449d3c0b24f4,
title = "Love as De/Colonial Onto-Epistemology: A Post-Oppositional Approach to Contextualized Research Ethics",
abstract = "In this essay, we describe our path toward a shared understanding of a love-based onto-epistemic orientation to de/coloniality. Our exploration includes the negotiation of our intersectional and entangled identities, subject positions, and understandings of research ethics in education. A de/colonial sensibility is critical in urban educational contexts given the predominance of uninterrogated westernized epistemologies in curriculum and instruction. We seek to bring awareness to the colonial ways scholarly knowledge is constructed, disseminated, and used in urban teacher and leadership education. We critique colonial assumptions from a post-oppositional approach that moves away from antagonistic discourse and toward considering possibilities for a transformative future. We enact our proposed ethical orientation through personal narratives, critical self-reflection, and prioritizing knowledge construction from (non)traditional spaces such as those created by our mothers. We conclude with points of consideration for those engaged in urban education research that center love-based onto-epistemologies and the lived realities of people who are traditionally minoritized, racialized, or ignored in academia.",
keywords = "Collaboration, Decolonization, Love, Research ethics, Teacher education",
author = "Mildred Boveda and Kakali Bhattacharya",
year = "2019",
month = "3",
day = "1",
doi = "10.1007/s11256-018-00493-z",
language = "English (US)",
volume = "51",
pages = "5--25",
journal = "Urban Review",
issn = "0042-0972",
publisher = "Springer Netherlands",
number = "1",

}

TY - JOUR

T1 - Love as De/Colonial Onto-Epistemology

T2 - A Post-Oppositional Approach to Contextualized Research Ethics

AU - Boveda, Mildred

AU - Bhattacharya, Kakali

PY - 2019/3/1

Y1 - 2019/3/1

N2 - In this essay, we describe our path toward a shared understanding of a love-based onto-epistemic orientation to de/coloniality. Our exploration includes the negotiation of our intersectional and entangled identities, subject positions, and understandings of research ethics in education. A de/colonial sensibility is critical in urban educational contexts given the predominance of uninterrogated westernized epistemologies in curriculum and instruction. We seek to bring awareness to the colonial ways scholarly knowledge is constructed, disseminated, and used in urban teacher and leadership education. We critique colonial assumptions from a post-oppositional approach that moves away from antagonistic discourse and toward considering possibilities for a transformative future. We enact our proposed ethical orientation through personal narratives, critical self-reflection, and prioritizing knowledge construction from (non)traditional spaces such as those created by our mothers. We conclude with points of consideration for those engaged in urban education research that center love-based onto-epistemologies and the lived realities of people who are traditionally minoritized, racialized, or ignored in academia.

AB - In this essay, we describe our path toward a shared understanding of a love-based onto-epistemic orientation to de/coloniality. Our exploration includes the negotiation of our intersectional and entangled identities, subject positions, and understandings of research ethics in education. A de/colonial sensibility is critical in urban educational contexts given the predominance of uninterrogated westernized epistemologies in curriculum and instruction. We seek to bring awareness to the colonial ways scholarly knowledge is constructed, disseminated, and used in urban teacher and leadership education. We critique colonial assumptions from a post-oppositional approach that moves away from antagonistic discourse and toward considering possibilities for a transformative future. We enact our proposed ethical orientation through personal narratives, critical self-reflection, and prioritizing knowledge construction from (non)traditional spaces such as those created by our mothers. We conclude with points of consideration for those engaged in urban education research that center love-based onto-epistemologies and the lived realities of people who are traditionally minoritized, racialized, or ignored in academia.

KW - Collaboration

KW - Decolonization

KW - Love

KW - Research ethics

KW - Teacher education

UR - http://www.scopus.com/inward/record.url?scp=85059515256&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85059515256&partnerID=8YFLogxK

U2 - 10.1007/s11256-018-00493-z

DO - 10.1007/s11256-018-00493-z

M3 - Article

AN - SCOPUS:85059515256

VL - 51

SP - 5

EP - 25

JO - Urban Review

JF - Urban Review

SN - 0042-0972

IS - 1

ER -