In this essay, we describe our path toward a shared understanding of a love-based onto-epistemic orientation to de/coloniality. Our exploration includes the negotiation of our intersectional and entangled identities, subject positions, and understandings of research ethics in education. A de/colonial sensibility is critical in urban educational contexts given the predominance of uninterrogated westernized epistemologies in curriculum and instruction. We seek to bring awareness to the colonial ways scholarly knowledge is constructed, disseminated, and used in urban teacher and leadership education. We critique colonial assumptions from a post-oppositional approach that moves away from antagonistic discourse and toward considering possibilities for a transformative future. We enact our proposed ethical orientation through personal narratives, critical self-reflection, and prioritizing knowledge construction from (non)traditional spaces such as those created by our mothers. We conclude with points of consideration for those engaged in urban education research that center love-based onto-epistemologies and the lived realities of people who are traditionally minoritized, racialized, or ignored in academia.
This is a preview of subscription content, log in to check access.
Buy single article
Instant access to the full article PDF.
Price includes VAT for USA
Subscribe to journal
Immediate online access to all issues from 2019. Subscription will auto renew annually.
This is the net price. Taxes to be calculated in checkout.
Global North refers to nations that historically referred to themselves as “developing” “more developed countries,” “more developed regions,” “First World” that are generally located in Europe, North America, East Asia, and Australia.
“I am also suggesting here that the work of constructing identities is deeply embedded in acts of memory and of (re)membering. Memory can be thought of as a thing, person, or event that brings to mind and heart a past experience. But (re)membering is both the ability to recall that experience (or think of again) and the ability to put it back together again (to re-‘member’)” (Dillard 2016, p. 51).
U.S. soldiers spent eight years in the Dominican Republic and occupied Haiti from 1915 to 1934.
We conceptualize onto-epistemology as our hybridized ways of knowing and being while we navigate different terrains of our lived experiences.
Global South refers to countries that are dubbed as “developing” or “less developed countries,” or “less developed regions,” or “Third World” typically located in Asia, Africa, and Latin America by those who have exploited (and in some instances still exploit) the resources and the people of those countries and regions.
Aguilar, E. C., Álvarez, A., Frederick, C., & Hofman, C. L. (2017). Teaching indigenous history and heritage. Reviving the past in the present: Caribbean experiences from the Dominican Republic and Dominica. Creative Education, 8(03), 333–346.
Ahonen, S. (2001). Politics of identity through history curriculum: Narratives of the past for social exclusion-or inclusion? Journal of Curriculum Sudies, 33(2), 179–194.
Alemán, E., Freire, J. A., McKinney, A., & Bernal, D. D. (2017). School–university–community pathways to higher education: Teacher perceptions, school culture and partnership building. The Urban Review, 49(5), 852–873.
Anzaldúa, G. E. (2002). Now let us shift… the path of conocimiento… inner work public acts. In G. E. Anzaldúa & A. Keating (Eds.), This bridge we call home: Radical visions for transformation (pp. 540–577). New York, NY: Routledge.
Aronson, B. A., & Boveda, M. (2017). The intersection of white supremacy and the education industrial complex: An analysis of #BlackLivesMatter and the criminalization of people with disabilities. Journal of Educational Controversy, 12(1), 6. Retrieved from https://cedar.wwu.edu/jec/vol12/iss1/6
Bhattacharya, K. (2009). Negotiating shuttling between transnational experiences: A de/colonizing approach to performance ethnography. Qualitative Inquiry, 15(6), 1061–1083.
Bhattacharya, K. (2015). Diving deep into oppositional beliefs: Healing the wounded transnational, de/colonizing warrior within. Cultural Studies? Critical Methodologies, 15(6), 492–500.
Bhattacharya, K. (2016). The vulnerable academic: Personal narratives and strategic de/colonizing of academic structures. Qualitative Inquiry, 22(5), 309–321.
Bhattacharya, K. (2017). Because we were connected before this time on earth [Facebook status update]. Retrieved October 1, 2018 from https://www.facebook.com/kakalibh.
Bhattacharya, K. (2018). Walking through the dark forest: Embodied literacies for shadow work in higher education and beyond. The Journal of Black Sexuality and Relationships, 4(1), 105–124.
Blanton, L. P., Pugach, M. C., & Boveda, M. (2018). Interrogating the intersections between general and special education in the history of teacher education reform. Journal of Teacher Education, 69(4), 354–366.
Boveda, M. (2017). Sancocho: How Mami’s stories fed my curiosity and continue to sustain me. In D. Y. Ford, J. L. Davis, M. Trotman Scott, & Y. Sealey-Ruiz (Eds.), Gumbo for the soul: Liberating stories and memoirs to inspire gifted females of color. Scottsdale, AZ: Information Age Publishing.
Brandt, A. M. (1978). Racism and research: The case of the Tuskegee Syphilis Study. Hastings Center Report, 8(6), 21–29.
Carmen, S. A. S., Domínguez, M., Greene, A. C., Mendoza, E., Fine, M., Neville, H. A., et al. (2015). Revisiting the collective in critical consciousness: Diverse sociopolitical wisdoms and ontological healing in sociopolitical development. The Urban Review, 47(5), 824–846.
Celik, S., & Amaç, Z. (2012). Are teacher education programs failing the nation’s urban schools? A closer look at pre-service teachers’ beliefs about working with inner-city students. The Journal of Multiculturalism in Education, 8, 1–23.
Collins, P. H. (1990). Black feminist thought: Knowledge, consciousness, and the politics of empowerment. New York: Routledge.
Davis, A. (2006). Moe Lectureship in Women’s Studies. Retrieved October 1, 2018 from https://gustavus.edu/gws/events/angeladavisflier.pdf.
de Sousa Santos, B. (2005). Democratizing democracy: Beyond the liberal democratic cannon. London: Verso.
de Sousa Santos, B. (2010). Epistemologias del sur. Mexico: Siglo XXI.
de Sousa Santos, B. (2015). Epistemologies of the south: Justice against epistemicide. Abingdon: Routledge.
Dei, G. J. S. (2000). Rethinking the role of indigenous knowledges in the academy. International Journal of Inclusive Education, 4(2), 111–132.
Dei, G. J. S. (2017). Reframing Blackness and Black solidarities through anti-colonial and decolonial Prisms. Berlin: Springer.
Dillard, C. B. (2016). Towards an education that (re) members: Centering identity, race, and spirituality in education. Tikkun, 31(4), 50–54.
García, D. C. (2004). Exploring connections between the construct of teacher efficacy and family involvement practices: Implications for urban teacher preparation. Urban Education, 39(3), 290–315.
Grosfoguel, R. (2013). The structure of knowledge in westernized universities: Epistemic racism/sexism and the four genocides/epistemicides of the long 16th century. Human Architecture: Journal of the Sociology of Self-Knowledge, 1, 73–90. Retrieved from https://scholarworks.umb.edu/humanarchitecture/vol11/iss1/8/.
Hinsdale, M. J. (2012). Choosing to love. Philosophical Inquiry in Education, 20(2), 36–45.
hooks, B. (2003). Teaching community: A pedagogy of hope. New York, NY: Routledge.
Keating, A. (2013). Transformation now! Toward a post-oppositional politics of change. Chicago, IL: University of Illinois Press.
Kozleski, E. B., Artiles, A. J., McCray, E. D., & Lacy, L. (2014). Equity challenges in the accountability age: Demographic representation and distribution in the teacher workforce. In P. T. Sindelar, E. D. McCray, M. T. Brownell, & B. Lignugaris/Kraft (Eds.), Handbook of research on special education teacher preparation (pp. 113–126). New York: Routledge.
Kubal, T. (2008). Cultural movements and collective memory: Christopher Columbus and the rewriting of the national origin myth. Berlin: Springer.
Lorde, A. (1979). The master’s tools will never dismantle the master’s house. In C. Moraga & G. E. Anzaldua (Eds.), This bridge called my back (pp. 98–101). New York: Kitchen Table Women of Colour Press.
Milner, H. R. (2008). Disrupting deficit notions of difference: Counter-narratives of teachers and community in urban education. Teaching and Teacher Education, 24(6), 1573–1598.
Milner, H. R., & Howard, T. C. (2013). Counter-narrative as method: Race, policy and research for teacher education. Race, Ethnicity and Education, 16(4), 536–561.
Morris, J. E., & Monroe, C. R. (2009). Why study the US South? The nexus of race and place in investigating Black student achievement. Educational Researcher, 38(1), 21–36.
Pugach, M. C., Blanton, L. P., & Boveda, M. (2014). Working together: Research on the preparation of general education and special education teachers for inclusion and collaboration. In P. D. Sindelar, E. D. McCray, M. T. Brownell, & B. Lignugaris/Kraft (Eds.), Handbook for research on special education teacher preparation. Abingdon: Routledge.
Sandoval, C. (2000). Methodology of the oppressed. Minneapolis: University of Minessota Press.
Smith, L. T. (1999/2012). Decolonizing methodologies: Research and indigenous peoples (2nd ed). London: Zed books.
Spivak, G. C. (1993). Can the subaltern speak? In P. Williams & L. Chrisman (Eds.), Colonial discourse and postcolonial theory (pp. 66–111). New York, NY: Columbia University Press.
Torres-Saillant, S. (1998). The tribulations of blackness: Stages in Dominican racial identity. Latin American Perspectives, 25(3), 126–146.
Wekker, G. (2016). White innocence: Paradoxes of colonialism and race. Durham: Duke University Press.
Wigginton, S. (2005). Character or caricature: Representations of blackness in Dominican social science textbooks. Race Ethnicity and Education, 8(2), 191–211.
Wilkins, D. E., & Stark, H. K. (2017). American Indian politics and the American political system. Lanham: Rowman & Littlefield.
Zirkel, S., Bailey, F., Bathey, S., Hawley, R., Lewis, U., Long, D., et al. (2011). Isn’t that what “those kids” need? Urban schools and the master narrative of the ‘tough, urban principal. Race Ethnicity and Education, 14(2), 137–158.
About this article
Cite this article
Boveda, M., Bhattacharya, K. Love as De/Colonial Onto-Epistemology: A Post-Oppositional Approach to Contextualized Research Ethics. Urban Rev 51, 5–25 (2019). https://doi.org/10.1007/s11256-018-00493-z
- Teacher education
- Research ethics