Black women's leadership: indigenous knowledges for empowerment
Bibliographic record
Abstract
The result of the study shows that transnational Black women's leadership use African indigenous knowledge retained from Africa and the African Diaspora, inclusive of the Caribbean where many of my participants were born. African women in leadership in Canada are simply Africans in the wider African Diaspora using African indigenous knowledge different embodied forms of knowing. Most importantly, the participants showed that Black women's leadership represent junctures of cultural resistance, transformation and empowerment through their agency where they set the stage to empower themselves and others as admired Black women and role models. A new dominant paradigm of leadership has become more inclusive through making room for women's ways of leading while implying that all women are included within this approach. This study attempts to challenge the dominant paradigm, which only expresses the thoughts and experiences of White European leadership while negating Black women's leadership. The critical element of my research is to examine the retention and continuity of indigenous knowledge in transnational Black women's leadership through investigating ways in which indigenous knowledge informs transnational African Canadian women's leadership practices in the Black grassroots community, organization and continuity of indigenous knowledge in transnational Black women's leadership through investigating ways in which indigenous knowledge informs transnational African Canadian women's leadership practices in the Black grassroots community, organization and workplace. The study uses data collected from 15 participants from the African Canadian Diaspora while utilizing a qualitative approach of employing oral narratives through semi-structured interviews. This research on leadership takes a race, gender, class, historical and cultural approach where it begs the question, what happens when the indigenous woman from the South is represented in the geopolitical space of leadership in Canada, through transnationalism? Does the Black woman bring the epistemology of transnational African indigenous knowledge into her position of leadership? How has Black women's leadership empowered the self and others for political action and what are the theoretical and pedagogical implications?Furthermore, the study highlighted ways in which transnational, transformational, womanist and indigenous knowledge perspectives of leadership should be taught and learned while making use of the oral tradition of success stories. Generally, the research project shows the difference and importance of Black women's leadership. The study showed that there were a number of indigenous knowledge practices influencing Black women's leadership. They include the problematics of indigenous knowledge; culture of spirituality; intuition and memory; and sharing and collectivism. Several tenets of Black women's leadership supported the continuity and retention of indigenous knowledge. They include community support and a gift to be shared; culture, value and belief; re-memory and activism; and admired Black women and role models.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.021 | 0.009 |
| Scholarly communication | 0.005 | 0.002 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.009 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".