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| Main Authors: | , |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2021
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=EJ1311880 |
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Table of Contents:
- Going against the Current of Hegemonic "White-IST" Discourse: A Doctoral Program Journey from Critical Student + Guide Perspectives Gray, LaVerne Mehra, Bharat Student Attitudes Whites Minority Group Students Library Science Information Science Education Ethnography Story Telling Personal Narratives Doctoral Students Doctoral Programs Barriers Advantaged Program Implementation Criticism Educational Experience Social Bias Racial Bias College Faculty Educational Environment Teacher Student Relationship Disadvantaged Research Universities Culturally Relevant Education Mentors Academic Advising Administrator Attitudes This article presents a critique of systemic library and information science (LIS) education and its hegemonic "White-IST" (White + elitist) discourse prevalent across the conceptualization and implementation of doctoral programs in the United States. The text illuminates the structural aspects of the doctoral experience embedded in (yet beyond) a shared narrative, to present implications for doctoral education for LIS students of color. The article extends an autoethnographic approach to personal narrative and storytelling from the critical perspectives of a student + guide. It identifies challenges to overcome barriers in achieving milestones in the LIS doctoral journey while critiquing programmatic issues in the process.