{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/132537"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/132537","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Endarkened seeking: The storymaking of Black American women faculty sojourners in Senegal","abstract":"The purpose of this dissertation study is to examine the stories of Black American women faculty who participate in overseas professional development programs, an area of research that has been sorely neglected. Education researchers’ most recent focus —as it relates to experiences abroad of Black Americans—has been on college students, which suggests that academia does see the importance of such experiences but makes assumptions about access when it relates to faculty. Very little qualitative or quantitative research exists about the number of Black faculty—in general and Black women faculty specifically—participating in funded overseas faculty development. Few scholars are interrogating how Black women faculty’s participation in such offerings affects their careers and personal lives. I explore the perspectives of eight Black American women faculty who participated in the Council of American Overseas Research Centers’ (CAORC) Overseas Faculty Development Seminar (OFDS) to Senegal, West Africa between 2019-2025. Using narrative inquiry and Endarkened Frameworks and Methodologies (EFr&M), conceptual frameworks and methodologies that center Black storytelling traditions, I 1) explore the motivations, experiences, and impact of Black American women faculty participation in overseas faculty development opportunities, particularly in Senegal, West Africa, 2) posit a new EFr&M, called Endarkened Seeking Epistemology, and 3) encourage more research on this population of faculty and their overseas experiences.","abstract_html":"The purpose of this dissertation study is to examine the stories of Black American women faculty who participate in overseas professional development programs, an area of research that has been sorely neglected. Education researchers’ most recent focus —as it relates to experiences abroad of Black Americans—has been on college students, which suggests that academia does see the importance of such experiences but makes assumptions about access when it relates to faculty. Very little qualitative or quantitative research exists about the number of Black faculty—in general and Black women faculty specifically—participating in funded overseas faculty development. Few scholars are interrogating how Black women faculty’s participation in such offerings affects their careers and personal lives. I explore the perspectives of eight Black American women faculty who participated in the Council of American Overseas Research Centers’ (CAORC) Overseas Faculty Development Seminar (OFDS) to Senegal, West Africa between 2019-2025. Using narrative inquiry and Endarkened Frameworks and Methodologies (EFr&M), conceptual frameworks and methodologies that center Black storytelling traditions, I 1) explore the motivations, experiences, and impact of Black American women faculty participation in overseas faculty development opportunities, particularly in Senegal, West Africa, 2) posit a new EFr&M, called Endarkened Seeking Epistemology, and 3) encourage more research on this population of faculty and their overseas experiences.","abstract_has_math":false,"creators":["Barnes, Cinder Cooper"],"institution":"University of Illinois Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Davila, Liv T","Witt, Allison","Baber, Lorenzo","Herrera, Linda"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-12","date_published":"2025-12","updated_at":"2026-07-22T22:25:07Z","subjects":["Black Feminist Epistemology","Endarkened Feminist Epistemology","Black women faculty","Endarkened Storywork","Black American women in West Africa","International professional development"],"languages":["en"],"rights":["Copyright 2025 Cinder Cooper Barnes"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/132537","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Davila, Liv T","Witt, Allison","Baber, Lorenzo","Herrera, Linda"]},{"key":"dc:creator","label":"Author","values":["Barnes, Cinder Cooper"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025-12","2025-11-26"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Black Feminist Epistemology","Endarkened Feminist Epistemology","Black women faculty","Endarkened Storywork","Black American women in West Africa","International professional development"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2025 Cinder Cooper Barnes"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/132537"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The purpose of this dissertation study is to examine the stories of Black American women faculty who participate in overseas professional development programs, an area of research that has been sorely neglected. Education researchers’ most recent focus —as it relates to experiences abroad of Black Americans—has been on college students, which suggests that academia does see the importance of such experiences but makes assumptions about access when it relates to faculty. Very little qualitative or quantitative research exists about the number of Black faculty—in general and Black women faculty specifically—participating in funded overseas faculty development. Few scholars are interrogating how Black women faculty’s participation in such offerings affects their careers and personal lives. I explore the perspectives of eight Black American women faculty who participated in the Council of American Overseas Research Centers’ (CAORC) Overseas Faculty Development Seminar (OFDS) to Senegal, West Africa between 2019-2025. Using narrative inquiry and Endarkened Frameworks and Methodologies (EFr&M), conceptual frameworks and methodologies that center Black storytelling traditions, I 1) explore the motivations, experiences, and impact of Black American women faculty participation in overseas faculty development opportunities, particularly in Senegal, West Africa, 2) posit a new EFr&M, called Endarkened Seeking Epistemology, and 3) encourage more research on this population of faculty and their overseas experiences.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2026-02-19 without embargo terms","The student, Cinder Barnes, accepted the attached license on 2025-11-26 at 10:13.","The student, Cinder Barnes, submitted this Dissertation for approval on 2025-11-26 at 10:29.","This Dissertation was approved for publication on 2025-11-26 at 13:08.","DSpace SAF Submission Ingestion Package generated from Vireo submission #22965 on 2026-02-19 at 18:25:32"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Endarkened seeking: The storymaking of Black American women faculty sojourners in Senegal"]}]}],"canonical_facts":{"dc:contributor":["Davila, Liv T","Witt, Allison","Baber, Lorenzo","Herrera, Linda"],"dc:creator":["Barnes, Cinder Cooper"],"dc:date":["2025-12","2025-11-26"],"dc:description":["The purpose of this dissertation study is to examine the stories of Black American women faculty who participate in overseas professional development programs, an area of research that has been sorely neglected. Education researchers’ most recent focus —as it relates to experiences abroad of Black Americans—has been on college students, which suggests that academia does see the importance of such experiences but makes assumptions about access when it relates to faculty. Very little qualitative or quantitative research exists about the number of Black faculty—in general and Black women faculty specifically—participating in funded overseas faculty development. Few scholars are interrogating how Black women faculty’s participation in such offerings affects their careers and personal lives. I explore the perspectives of eight Black American women faculty who participated in the Council of American Overseas Research Centers’ (CAORC) Overseas Faculty Development Seminar (OFDS) to Senegal, West Africa between 2019-2025. Using narrative inquiry and Endarkened Frameworks and Methodologies (EFr&M), conceptual frameworks and methodologies that center Black storytelling traditions, I 1) explore the motivations, experiences, and impact of Black American women faculty participation in overseas faculty development opportunities, particularly in Senegal, West Africa, 2) posit a new EFr&M, called Endarkened Seeking Epistemology, and 3) encourage more research on this population of faculty and their overseas experiences.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2026-02-19 without embargo terms","The student, Cinder Barnes, accepted the attached license on 2025-11-26 at 10:13.","The student, Cinder Barnes, submitted this Dissertation for approval on 2025-11-26 at 10:29.","This Dissertation was approved for publication on 2025-11-26 at 13:08.","DSpace SAF Submission Ingestion Package generated from Vireo submission #22965 on 2026-02-19 at 18:25:32"],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/132537"],"dc:language":["en"],"dc:rights":["Copyright 2025 Cinder Cooper Barnes"],"dc:subject":["Black Feminist Epistemology","Endarkened Feminist Epistemology","Black women faculty","Endarkened Storywork","Black American women in West Africa","International professional development"],"dc:title":["Endarkened seeking: The storymaking of Black American women faculty sojourners in Senegal"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Educ Policy, Orgzn & Leadrshp"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:07Z"}