(Re)Claiming the Garden, (Re)Learning to Fly: A Trinity Framework for Liberation in Virtual Graduate Spaces
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| Title: | (Re)Claiming the Garden, (Re)Learning to Fly: A Trinity Framework for Liberation in Virtual Graduate Spaces |
|---|---|
| Language: | English |
| Authors: | Cherina Shaw |
| Source: | Journal of Online Graduate Education. 2025 8(1). |
| Availability: | Journal of Online Graduate Education. c/o Maggie Broderick, PhD, Editor, National University, 9388 Lightwave Avenue, San Diego, CA 92123. Tel: 412-848-8206; Web site: https://ijoge.org/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Adult Education |
| Descriptors: | Guidelines, Decolonization, Feminism, Critical Race Theory, Graduate Study, Blacks, Females, Learning Experience, College Faculty, Mothers, Self Concept, Metacognition, African Americans, Spiritual Development, Andragogy, Story Telling, Epistemology, Culturally Relevant Education, Instructional Design, Organizational Change, Higher Education, Doctoral Students, Personal Narratives |
| ISSN: | 2640-608X |
| Abstract: | This reflective article, grounded in Endarkened Storywork and critical autoethnography, is a theoretically rich practitioner piece that contributes to current conversations in online graduate education. It introduces a trinity framework for online graduate (Re)liberation-Black Feminist-Womanist Epistemologies, Decolonial and Liberation Psychology, and Critical Race Theory. This framework holds the transformative potential to reshape the landscape of online graduate education, offering a new lens through which to view and engage with knowledge and learning. Grounded in lived experience as a Black mother-scholar, doula, E-RYT 500 yoga instructor, and educator, the article offers a culturally rooted critique of online graduate education and its epistemic exclusions. The author presents an original liberatory framework, theoretical methodology, and cultural paradigm--Black Liberatory Ancestral Consciousness & Epistemologies (BLACX)--developed through critical autoethnography, communal praxis, and spiritual reflection as a practice of resistance, ritual, and relational andragogy. Drawing from ancestral wisdom, spiritual epistemology, and storywork--including traditions like "The People Could Fly"--this work reimagines online spaces as sacred sites of transformation and provides a culturally responsive model for course design, pedagogy, and graduate learning. Implications include new possibilities for culturally sovereign pedagogies, institutional redesign, and healing-centered praxis in digital higher education environments. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1477627 |
| Database: | ERIC |
| Abstract: | This reflective article, grounded in Endarkened Storywork and critical autoethnography, is a theoretically rich practitioner piece that contributes to current conversations in online graduate education. It introduces a trinity framework for online graduate (Re)liberation-Black Feminist-Womanist Epistemologies, Decolonial and Liberation Psychology, and Critical Race Theory. This framework holds the transformative potential to reshape the landscape of online graduate education, offering a new lens through which to view and engage with knowledge and learning. Grounded in lived experience as a Black mother-scholar, doula, E-RYT 500 yoga instructor, and educator, the article offers a culturally rooted critique of online graduate education and its epistemic exclusions. The author presents an original liberatory framework, theoretical methodology, and cultural paradigm--Black Liberatory Ancestral Consciousness & Epistemologies (BLACX)--developed through critical autoethnography, communal praxis, and spiritual reflection as a practice of resistance, ritual, and relational andragogy. Drawing from ancestral wisdom, spiritual epistemology, and storywork--including traditions like "The People Could Fly"--this work reimagines online spaces as sacred sites of transformation and provides a culturally responsive model for course design, pedagogy, and graduate learning. Implications include new possibilities for culturally sovereign pedagogies, institutional redesign, and healing-centered praxis in digital higher education environments. |
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| ISSN: | 2640-608X |
