Going against the Current of Hegemonic “White-IST” Discourse: A Doctoral Program Journey from Critical Student + Guide Perspectives

La Verne Gray, Bharat Mehra

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

Abstract

This article presents a critique of systemic library and information science (LIS) education and its hegemonic “White-IST” (White + elitist) discourse prevalent across the conceptualization and implementation of doctoral programs in the United States. The text illuminates the structural aspects of the doctoral experience embedded in (yet beyond) a shared narrative, to present implications for doctoral education for LIS students of color. The article extends an autoethnographic approach to personal narrative and storytelling from the critical perspectives of a student + guide. It identifies challenges to overcome barriers in achieving milestones in the LIS doctoral journey while critiquing programmatic issues in the process.

Original languageEnglish (US)
Pages (from-to)183-200
Number of pages18
JournalJournal of Education for Library and Information Science
Volume62
Issue number2
DOIs
StatePublished - Apr 2021
Externally publishedYes

Keywords

  • White-IST
  • critical perspectives
  • doctoral LIS education
  • narrative
  • student + guide

ASJC Scopus subject areas

  • Education
  • Library and Information Sciences

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