(Re)Imagining Anti-Colonial Notions of Ethics in Research and Practice

Because the work of scholars and student affairs practitioners is primarily confined within colonial institutions of higher education, their ethics of research and practice are also primarily bound by the same colonial perspective. Colonial practices perpetuate white dominance and therefore harm stu...

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Bibliographic Details
Published in:Journal of college student development 2020-11, Vol.61 (6), p.781-796
Main Authors: Galvez, Eileen, Muñoz, Susana M
Format: Article
Language:English
Subjects:
Advisors
Barriers
College Applicants
College Students
Colonialism
Counseling Services
Cultural Differences
Curricula
Decision Making
Disadvantaged
Ethics
Ethnography
Foreign Policy
Higher Education
Hispanic American Students
Minority Groups
Native peoples
Oppression
Peer Relationship
Power Structure
Reflexivity
Research ethics
Research Methodology
Social Control
Student Personnel Services
Student Personnel Workers
Universities
Whites
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Summary:Because the work of scholars and student affairs practitioners is primarily confined within colonial institutions of higher education, their ethics of research and practice are also primarily bound by the same colonial perspective. Colonial practices perpetuate white dominance and therefore harm students, specifically those from marginalized communities in higher education. In this article, we draw from an anti-colonial perspective to complicate these ethics of research and practice. In this way, we intend to shine a light on and challenge the replication of colonialism in research relationships between researchers and practitioners. Utilizing duoethnography, we engaged an epistemology of theory in the flesh to interrogate and unpack the notion of ethics from our lived experiences. We examined ethics in research practice and ethics in student affairs practice. Through these domains, we explored who ethics were made for, in what ways ethics are a form of social control, and the role whiteness plays in how ethical decisions are employed. We conclude with an anti-colonial manifesto urging higher education scholars and practitioners to consider questions, challenges, and tensions for ethics.
ISSN:0897-5264
1543-3382
1543-3382
DOI:10.1353/csd.2020.0075