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Item type: Item , Access status: Open Access , Designing afro-emancipatory qualitative research with and for Black people(SAGE Publications, 2024-08-08) Jean-Pierre, Johanne; Boatswain-Kyte, Alicia; Collins, Tya; Ojukwu, EmmanuelaSince the tragic death of George Floyd in May 2020, there has been increased interest in anti-racist research. Consequently, several scholars are instigating qualitative inquiries in Black communities with limited preparation or expertise. This article presents a reflection regarding essential principles that can guide general and afro-emancipatory health and social sciences qualitative inquiries in Black diasporas. We contend that it is essential that researchers engage in reflexivity and consider Black ontologies, axiology and epistemologies. Furthermore, we propose the application of the following deontological principles to fulfil an ethical afro-emancipatory research framework: (a) include critical theories, (b) target the liberation of Afro-descendant peoples to enable their full participation as their whole selves in society; (c) ensure their leadership and meaningful involvement throughout the research process; (d) implement accountability mechanisms towards community members; (e) embrace intersectionality, an asset-based lens, and aspirational stance and; (f) foster healing, growth and joy.Item type: Item , Access status: Open Access , Promoting inclusion and justice in university teaching: A transformative-emancipatory toolkit for educators(Edward Elgar Publishing, 2024-05-03) Cappiali, TM; Jean-Pierre, J; Cappiali, Teresa M; Jean-Pierre, JohannePromoting Inclusion and Justice in University Teaching offers a theoretical and practical contribution to ongoing debates concerning why and how we need to expand the goals of education in an increasingly diverse academia to enhance inclusivity and equity. It integrates a wide range of well-designed teaching activities grounded in the principles of transformative pedagogy into university settings to connect in-class teaching to social justice demands. Expert contributors employ an array of constructivist and critical epistemological approaches, including indigenous, anti-racist, decolonial, feminist, and intersectional viewpoints, to conceptualize and elucidate their proposed pedagogical frameworks. Chapters demonstrate why and how theoretical and practical principles of transformative pedagogy can respond to the goal of making higher education classrooms not only more inclusive, but also transformative and empowering spaces for teachers and learners alike. The book addresses a crucial gap in higher education, offering a comprehensive toolkit tailored to both undergraduate and advanced students which encourages learners to create a positive social change. Combining practical teaching methods and grounded pedagogical theory, this book will be a highly beneficial read for scholars and researchers teaching in a variety of fields in humanities and social sciences as well as those specializing in teaching and learning, curriculum and pedagogy, and teaching methods in a variety of disciplines. Its blueprint for increasing inclusion and equity in teaching will also benefit professionals and practitioners engaged in formal and non-formal education settings with adults and youth.Item type: Item , Access status: Open Access , Promoting inclusion and justice in university teaching: why transformative-emancipatory activities matter(Edward Elgar Publishing, 2024-05-03) Cappiali, Teresa M; Jean-Pierre, JohanneThis collaborative book contributes to current debates about transforming academia into a more holistic, inclusive, equitable, and just system (Claeys-Kulik et al. 2019; Strange and Cox 2016). The authors do so by introducing a distinct method of integrating transformative pedagogy principles into university-level instruction through meticulously crafted activities. What is unique about this book is that the authors make an explicit effort to bring teaching activities rooted in the constructivist and critical traditions of transformative pedagogy into the university settings. In this respect, the book fills important gaps in the field of higher education and transformative pedagogy by developing and sharing a toolkit composed of 14 innovative activities tailored to post-secondary students, with explicit references to their “transformative-emancipatory” elements.Item type: Item , Access status: Open Access , Sociological Imaginations for Anti-Racist Futures: An Interview with Dr Prudence Carter(SAGE Publications, 2023-04-25) Jean-Pierre, Johanne; Carter, PrudenceIn this interview, Dr Prudence Carter, 2021–2022 President-Elect of the American Sociological Association, discusses how sociology can contribute to anti-racist futures across national contexts. Her insights point to the need for greater self-awareness in sociology regarding race and racism, for clarification of our aims and for better articulation and translation of popularized theoretical concepts, such as structural racism, to the general public. To achieve radical inclusion in the future, she highlights the importance of engaging in public and policy sociology, by explaining and substantiating policies and practices derived from our research. She also underscores the significance and value of comparative cross-national and multidisciplinary collaborative research. Most importantly, she brings to the fore the necessity of imagining new epistemological and methodological approaches to study the conditions that will enable our societies to attain equitable and anti-racist futures. Fundamentally, this involves extending our sociological imaginations.Item type: Item , Access status: Open Access , Les composantes de l'espoir critique dans les récits de parents Afro‐Canadiens de la Nouvelle‐Écosse(Wiley, 2022-11-06) Jean‐Pierre, JohanneRecently, there is increasing awareness of the magnitude of anti-Black racism. As a consequence, several school administrations reiterated their commitment to foster an inclusive school climate and to challenge discrimination, including anti-Black racism. Critical hope is a theoretical concept that is considered essential to accomplish in-depth transformations to fight social injustices. Duncan-Andrade (2009) distinguishes three elements that produce critical hope in school settings: material hope, Socratic hope, and audacious hope. This article draws from data collected during a bilingual qualitative study conducted with African Canadians in Nova Scotia, including immigrants and African Nova-Scotians. The analysis of semi-structured interviews and focus groups conducted with 60 participants revealed the role of critical hope within critical pedagogy frameworks, including an anti-racist approach, to promote the development of concrete actions and critical consciousness among school personnel, while avoiding false hopes, cynicism, discouragement, or fatalism.