A doctorate doesnt make you a Doc: the educational and sociocultural embodiment of culturally relevant pedagogies Academic Article uri icon

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 potentialconflicts 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.

published proceedings

  • Journal for Multicultural Education

author list (cited authors)

  • Johnson, M. W., Johnson, A., Clark, L., Howe, J. E., Jefferson, T., McClendon, D., Crooms, B., & Thomas, D. J.

complete list of authors

  • Johnson, Marcus Wayne||Johnson, Anthony||Clark, Langston||Howe, Jonathan E||Jefferson, Traveon||McClendon, Dionte||Crooms, Brandon||Thomas, Daniel J