Black Liberation research: qualitative methodological considerations

Abstract

This article provides an overview of critical qualitative considerations for Black Liberation Research. The methodological considerations focus on: (a) resistance research as paradigm, (b) researcher positionality, (c) naming Black deprivation as the problem of study, (d) situating Black Liberation as the aim of analysis, and (e) centering emotions as humanizing methods. Taken together, the articles in this special issue provide an example of how Black Liberation Research can support the #BLM movement and simultaneously seek to disrupt Black deprivation in the academy.

Keywords:

• Black Liberation
• Black Lives Matter
• qualitative research
• resistance

Note

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1 Folx is a political term that recognizes gender inclusion.

Additional information

Notes on contributors

Saran Stewart

Saran Stewart, PhD is a senior lecturer of Comparative Higher Education and Deputy Dean for the Faculty of Humanities and Education at the University of the West Indies, Mona Campus. She was selected as a 2018 African Diaspora Emerging Scholar by the Comparative and International Education Society. She is a Salzburg Global Fellow and recipient of the 2017 and 2018 Principal's Awards for Most Outstanding Researcher and Best Research Publication from The UWI, respectively. Dr. Stewart's research examines issues in comparative education, decolonizing methodologies, postcolonial theories, critical/inclusive pedagogy and access and equity issues in higher education.

Chayla Haynes

Dr. Chayla Haynes Davison is an Assistant Professor of Higher Education Administration and the recipient of Texas A&M University's Robert and Mavis Simmons Faculty Fellowship. Dr. Haynes Davison's research interests and expertise include: critical and inclusive pedagogy, critical race theory and intersectionality scholarship, and Black women in higher education.