The Scholarship of the Black Academy

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Author(s): Mark Rose (RMIT University, Australia)
Copyright: 2020
Pages: 19
Source title: Emerging Methods and Paradigms in Scholarship and Education Research
Source Author(s)/Editor(s): Lorraine Ling (La Trobe University, Australia)and Peter Ling (Swinburne University of Technology, Australia)
DOI: 10.4018/978-1-7998-1001-8.ch010

Keywords: Information Science Reference / Learning Assessment and Measurement / Library & Information Science / Research Methods

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Abstract

In this chapter, priorities of the Black Academy are compared with Boyer's priorities of the professoriate. Understandings of Indigenous knowledge and the roles of the Black Academy are set in an historical context. From the colonial occupation to the 1980s, the “Dark Ages for Indigenous Knowledge,” engagement in Western knowledge was rare. Today, the Black Academy makes a range of contributions to higher education, providing: an Indigenous perspective; an oppositional approach; integrative Indigenous knowledge; contemporary Indigenous knowledge; and pure Indigenous knowledge. These contributions include elements of the scholarships of integration, of application, and of discovery, but pure Indigenous knowledge also involves conservation of knowledge and the role of community in its maintenance, which might be styled a scholarship of preservation; quite the opposite of Boyer's scholarship of discovery. Reflecting on the research paradigm involved, emerging contributions of the Black Academy represent a supercomplex renaissance.

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