General Knowledge
The Inter-University PhD in Educational Studies: Doctoral Student Handbook explains that this category requires the student to "demonstrate a broad understanding of prominent social scientific and educational and theoretical tradition and trends" (Inter-University Doctoral Administrative Committee, 2021, p. 35). For this competency category, I included two artifacts. The first artifact is a conference proposal paper that I wrote for my first course in the PhD program GEDU 9001/EDUC8013: Foundations of Educational Inquiry. The second artifact is taken from my second course in the PhD program, GEDU 9002/ EDUC8023 Methodological Perspectives on Educational Research. It is an assignment in the format of a brochure that I completed about Afrocentric research construct. The artifacts in this category demonstrate how I have met the stated requirements.
Artifact 1 - From the Banking Concept of Education Democratic Learning
(GEDU 9001/ EDUC 8013 Foundations of Educational Inquiry)
This artifact is a 689-word conference proposal entitled From the Banking Concept in Education to Democratic Learning. I chose this artifact because it explains how I was able to theorize my work after learning from the various perspectives on learning within different education theories: The artifact includes a brief discussion about Paulo Freire's (2000) social justice through education theory outlined in Pedagogy of the Oppressed, the theory of experiential learning by John Dewey (2018) as described in his book Democracy and Education and bell hooks' (2003) critical pedagogy as described in Teaching Community. I theorized Freire's (2000) theory of problem-posing education in the context of nursing education that includes students as participatory learners through dialogue and praxis in the classroom that fosters their critical thinking skills.
This artifact reflects the knowledge, attitudes, and skills developed at this stage of my journey toward my dissertation:
Knowledge - In-depth, focused knowledge of several issues in educational studies related to curriculum studies, literacies, lifelong learning, inclusive education, education foundations and leadership, and psychological aspects of education. A thorough understanding of a substantial body of knowledge at the forefront of Educational Studies; Attitude - Contributions to society through active citizenship engagement (local, national, and global), thereby respecting the link between research and civic and social responsibilities. Respect and appreciation for the scope of the area that they are exploring within the context of the limitations of their work as well as the discipline of education, including an appreciation for the complexity of knowledge and the potential contributions of other interpretations, methods and disciplines; and Skills - Communicate complex and ambiguous ideas, issues, and conclusions, clearly and effectively (in this case, through course work, the Comprehensive Portfolio [with over 10 knowledge artifacts] and a Dissertation). Use reflective, rational, and critical thinking to gather and interpret information in order to form judgments. Apply creative and divergent thinking leading to the conception of new ideas and practices with the intention to improve and advance current knowledge (they will be intellectually curious and will value interdisciplinary inquiry.
(GEDU 9002/EDUC 8023 Methodological Perspectives on Educational Research)
The title of this artifact is Afrocentricity. I presented this artifact in a brochure that explained the Afrocentric research construct and how it fits in the concept map of the research paradigm, ontology, epistemology, and methods for data collection and analysis. I chose Afrocentricity because it is a qualitative research methodology from African perspectives that I wanted to know more about. I wanted to learn more about this research methodology to understand the African custom and my connection to place and space.
This artifact reflects the knowledge, attitudes, and skills developed at this stage of my journey toward my dissertation: Knowledge - A sophisticated theoretical grasp of the history and philosophy of inquiry in the social sciences and education; A substantive knowledge of a wide range of methodological approaches to research and attendant methods for data collection and analysis; Attitude - A keen sense of self-awareness leading to engagement in meaningful reflection about their place in the discipline; and Skills - Apply conceptual understanding and methodological competence to generate new knowledge at the forefront of the field of education, make informed judgments about complex disciplinary issues that might require conceptualizing new methods and perspectives, and produce original research or advanced scholarship that qualifies for peer review and merits publication; Communicate effectively, concisely and correctly in written, spoken and visual forms to a variety of audiences using a variety of media (Inter-University Doctoral Administrative Committee, 2021, p. 45- 46).