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A Doctorate Doesn't Make You a 'Doc': The Educational and Sociocultural Embodiment of Culturally Relevant Pedagogies

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Title: A Doctorate Doesn't Make You a 'Doc': The Educational and Sociocultural Embodiment of Culturally Relevant Pedagogies
Language: English
Authors: Marcus Wayne Johnson, Anthony Johnson, Langston Clark, Jonathan E. Howe, Traveon Jefferson, Dionte McClendon, Brandon Crooms, Daniel J. Thomas III
Source: Journal for Multicultural Education. 2024 18(4):343-358.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 16
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: College Faculty, College Students, African American Culture, African American Influences, African American Students, African American Teachers, African Culture, Culturally Relevant Education, School Community Relationship, Mentors, African American Achievement, Multicultural Education
DOI: 10.1108/JME-10-2023-0115
ISSN: 2053-535X
Abstract: Purpose: This study aims to stimulate scholarly attention and practical application pertaining to individuals recognized as "Docs." Through conducting a comprehensive analysis and acquiring a profound understanding of its many connotations, the objective is to shift attitudes and approaches concerning those who are seen to possess knowledge and value within society. Design/methodology/approach: For this study, culturally relevant pedagogies were used as theoretical frameworks in addition to Sankofa and concept explication being used as methodologies. Findings: The authors identified three themes: (1) honorary cultural practice-community nomination of "professahs" and "docs," (2) (Black) robinhoods -- cultural signifiers of distinction and relatability and (3) docs as catalysts -- elevating community via consciousness, trust and mentorship as significant understandings of this distinction. Originality/value: The study emphasizes the importance of "Docs" in both academic and social contexts. The role of "Docs" serves to alleviate potential conflicts of being a Black intellectual. This study further reveals the ways in which Docs align with, promote or possibly undermine established frameworks of thought. Finally, this study provides institutions with opportunities to consider strategies for the utilization, recognition and integration of individuals who are frequently overlooked or undervalued.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1443710
Database: ERIC
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  Data: A Doctorate Doesn't Make You a 'Doc': The Educational and Sociocultural Embodiment of Culturally Relevant Pedagogies
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  Data: <searchLink fieldCode="AR" term="%22Marcus+Wayne+Johnson%22">Marcus Wayne Johnson</searchLink><br /><searchLink fieldCode="AR" term="%22Anthony+Johnson%22">Anthony Johnson</searchLink><br /><searchLink fieldCode="AR" term="%22Langston+Clark%22">Langston Clark</searchLink><br /><searchLink fieldCode="AR" term="%22Jonathan+E%2E+Howe%22">Jonathan E. Howe</searchLink><br /><searchLink fieldCode="AR" term="%22Traveon+Jefferson%22">Traveon Jefferson</searchLink><br /><searchLink fieldCode="AR" term="%22Dionte+McClendon%22">Dionte McClendon</searchLink><br /><searchLink fieldCode="AR" term="%22Brandon+Crooms%22">Brandon Crooms</searchLink><br /><searchLink fieldCode="AR" term="%22Daniel+J%2E+Thomas+III%22">Daniel J. Thomas III</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+for+Multicultural+Education%22"><i>Journal for Multicultural Education</i></searchLink>. 2024 18(4):343-358.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: <searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22African+American+Culture%22">African American Culture</searchLink><br /><searchLink fieldCode="DE" term="%22African+American+Influences%22">African American Influences</searchLink><br /><searchLink fieldCode="DE" term="%22African+American+Students%22">African American Students</searchLink><br /><searchLink fieldCode="DE" term="%22African+American+Teachers%22">African American Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22African+Culture%22">African Culture</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22School+Community+Relationship%22">School Community Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22African+American+Achievement%22">African American Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Multicultural+Education%22">Multicultural Education</searchLink>
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  Data: 10.1108/JME-10-2023-0115
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  Data: 2053-535X
– Name: Abstract
  Label: Abstract
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  Data: Purpose: This study aims to stimulate scholarly attention and practical application pertaining to individuals recognized as "Docs." Through conducting a comprehensive analysis and acquiring a profound understanding of its many connotations, the objective is to shift attitudes and approaches concerning those who are seen to possess knowledge and value within society. Design/methodology/approach: For this study, culturally relevant pedagogies were used as theoretical frameworks in addition to Sankofa and concept explication being used as methodologies. Findings: The authors identified three themes: (1) honorary cultural practice-community nomination of "professahs" and "docs," (2) (Black) robinhoods -- cultural signifiers of distinction and relatability and (3) docs as catalysts -- elevating community via consciousness, trust and mentorship as significant understandings of this distinction. Originality/value: The study emphasizes the importance of "Docs" in both academic and social contexts. The role of "Docs" serves to alleviate potential conflicts of being a Black intellectual. This study further reveals the ways in which Docs align with, promote or possibly undermine established frameworks of thought. Finally, this study provides institutions with opportunities to consider strategies for the utilization, recognition and integration of individuals who are frequently overlooked or undervalued.
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      – SubjectFull: African American Culture
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