Education Commons^™

An Endarkened Autoethnographic Approach To Peer Co-Curricular Dialogue Facilitation Training, Amari L. Boyd

Doctoral Dissertations

This dissertation is a qualitative study drawing on endarkened feminist epistemology (Dillard, 2001), autoethnography (Jones, Adams,& Ellis, 2013), and Blackgirl autoethnography (Boylorn, 2016), each of which challenges the traditional roles between researchers and the researched, educators and students, and in the case of this study, dialogue facilitators in-training, and their dialogue facilitation educator. The purpose of this study was to capture the ways in which six Peer Dialogue Facilitators (PDFs) and myself, a Black woman and facilitation educator, perceive ourselves as facilitators of color and navigate facilitation obstacles amidst our new global pandemic reality. This study will utilize group interviews …