Joyce E King
Biographic Data
| ID | 3792200 |
|---|---|
| NAME | Joyce E King |
| GIVEN NAMES | Joyce E |
| FAMILY NAME | King |
| SIGNATURE | KING J E |
| AFFILIATIONS | Georgia State University, Atlanta, GA |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 161 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1991 |
| LATEST PUBLICATION YEAR | 2018 |
| H-INDEX | 3 |
The Ethical Stakes of Collaborative Community-Based Social Science Research
This multivocal essay engages complex ethical issues raised in collaborative community-based research (CCBR). It critiques the fraught history and limiting conditions of current ethics codes and review processes, and engages persistent troubling questions about the ethicality of research practices and universities themselves. It cautions against positioning CCBR as a corrective that fully escapes these issues. The authors draw from a range of phi…
Aera Presidential Address Morally Engaged Research/ers Dismantling Epistemological Nihilation in the Age of Impunity
This article presents Joyce E. King’s 2015 AERA presidential address, which artfully combined scholarly discourse with performance elements and diverse voices in several multimedia formats. In discussing morally engaged research/ers dismantling epistemological nihilation, the article advances the argument that the moral stance, solidarity with racial/cultural dignity in education praxis, policy, and research, is needed to combat discursive forms …
A Reparatory Justice Curriculum for Human Freedom: Rewriting the Story of African American Dispossession and the Debt Owed
We May Well Become Accomplices: To Rear a Generation of Spectators Is Not to Educate at All
Research on education and society is the focus in discussing four essays of AERA past presidents, Newton Edwards, Maxine Greene, Linda Darling-Hammond, and William F. Tate, IV. The title, “We May Well Become Accomplices . . . ,” is taken from Greene’s speech to foreground inherent moral obligations of scholars when racial and social justice is a goal of education research on education and society. The essay begins with a prologue situating the au…
Re-Membering History in Student and Teacher Learning: An Afrocentric Culturally Informed Praxis
Black Education: A Transformative Research and Action Agenda for the New Century
Dysconscious Racism: Ideology, Identity, and the Miseducation of Teachers
Dysconscious Racism: Ideology, Identity, and the Miseducation of Teachers
Aera Presidential Address Morally Engaged Research/ers Dismantling Epistemological Nihilation in the Age of Impunity
This article presents Joyce E. King’s 2015 AERA presidential address, which artfully combined scholarly discourse with performance elements and diverse voices in several multimedia formats. In discussing morally engaged research/ers dismantling epistemological nihilation, the article advances the argument that the moral stance, solidarity with racial/cultural dignity in education praxis, policy, and research, is needed to combat discursive forms …
We May Well Become Accomplices: To Rear a Generation of Spectators Is Not to Educate at All
Research on education and society is the focus in discussing four essays of AERA past presidents, Newton Edwards, Maxine Greene, Linda Darling-Hammond, and William F. Tate, IV. The title, “We May Well Become Accomplices . . . ,” is taken from Greene’s speech to foreground inherent moral obligations of scholars when racial and social justice is a goal of education research on education and society. The essay begins with a prologue situating the au…
The Ethical Stakes of Collaborative Community-Based Social Science Research
This multivocal essay engages complex ethical issues raised in collaborative community-based research (CCBR). It critiques the fraught history and limiting conditions of current ethics codes and review processes, and engages persistent troubling questions about the ethicality of research practices and universities themselves. It cautions against positioning CCBR as a corrective that fully escapes these issues. The authors draw from a range of phi…
A Reparatory Justice Curriculum for Human Freedom: Rewriting the Story of African American Dispossession and the Debt Owed
Dysconscious Racism: Ideology, Identity, and the Miseducation of Teachers
Black Education: A Transformative Research and Action Agenda for the New Century
Re-Membering History in Student and Teacher Learning: An Afrocentric Culturally Informed Praxis
We May Well Become Accomplices: To Rear a Generation of Spectators Is Not to Educate at All
Research on education and society is the focus in discussing four essays of AERA past presidents, Newton Edwards, Maxine Greene, Linda Darling-Hammond, and William F. Tate, IV. The title, “We May Well Become Accomplices . . . ,” is taken from Greene’s speech to foreground inherent moral obligations of scholars when racial and social justice is a goal of education research on education and society. The essay begins with a prologue situating the au…
Aera Presidential Address Morally Engaged Research/ers Dismantling Epistemological Nihilation in the Age of Impunity
This article presents Joyce E. King’s 2015 AERA presidential address, which artfully combined scholarly discourse with performance elements and diverse voices in several multimedia formats. In discussing morally engaged research/ers dismantling epistemological nihilation, the article advances the argument that the moral stance, solidarity with racial/cultural dignity in education praxis, policy, and research, is needed to combat discursive forms …
A Reparatory Justice Curriculum for Human Freedom: Rewriting the Story of African American Dispossession and the Debt Owed
The Ethical Stakes of Collaborative Community-Based Social Science Research
This multivocal essay engages complex ethical issues raised in collaborative community-based research (CCBR). It critiques the fraught history and limiting conditions of current ethics codes and review processes, and engages persistent troubling questions about the ethicality of research practices and universities themselves. It cautions against positioning CCBR as a corrective that fully escapes these issues. The authors draw from a range of phi…
Law (5 works) · Political science (5 works) · Sociology (5 works) · Critical Race Theory in Education (3 works) · Gender Studies (3 works) · Pedagogy (3 works) · Politics (3 works) · Racism (3 works) · Educator Training and Historical Pedagogy (2 works) · Gender Studies (2 works)