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Towards Racial Reconciliation: an Oral History Inquiry Examining Race and Reconciliation in the Context of Mercer University's Beloved Community

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Towards Racial Reconciliation: an Oral History Inquiry Examining Race and Reconciliation in the Context of Mercer University's Beloved Community Georgia State University ScholarWorks @ Georgia State University Educational Policy Studies Dissertations Department of Educational Policy Studies 8-8-2017 Towards Racial Reconciliation: An Oral History Inquiry Examining Race And Reconciliation In The Context Of Mercer University's Beloved Community Joy R. Kenyon Georgia State University Follow this and additional works at: https://scholarworks.gsu.edu/eps_diss Recommended Citation Kenyon, Joy R., "Towards Racial Reconciliation: An Oral History Inquiry Examining Race And Reconciliation In The Context Of Mercer University's Beloved Community." Dissertation, Georgia State University, 2017. https://scholarworks.gsu.edu/eps_diss/171 This Dissertation is brought to you for free and open access by the Department of Educational Policy Studies at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Educational Policy Studies Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. ACCEPTANCE This dissertation, TOWARDS RACIAL RECONCILIATION: AN ORAL HISTORY INQUIRY EXAMINING RACE AND RECONCILIATION IN THE CONTEXT OF MERCER UNIVERSITY’S BELOVED COMMUNITY, by JOY REBECCA KENYON, was prepared under the direction of the candidate’s Dissertation Advisory Committee. It is accepted by the committee members in partial fulfillment of the requirement for the degree Doctor of Philosophy in the College of Education and Human Development, Georgia State University. The Dissertation Advisory Committee and the student’s Department Chairperson, as representatives of the faculty, certify that this dissertation has met all standards of excellence and scholarship as determined by the faculty. ____________________________ ____________________________ Richard D. Lakes, Ph.D. Patricia A. Carter, Ph.D. Committee Chair Committee Member ____________________________ ____________________________ Joyce E. King, Ph.D. Jodi Kaufmann, Ph.D. Committee Member Committee Member ____________________________ Date ____________________________ William Curlette, Ph.D. Chairperson Department of Educational Policy Studies ____________________________ Paul A. Alberto, Ph.D. Dean College of Education and Human Development AUTHOR’S STATEMENT By presenting this dissertation as a partial fulfillment of the requirements for the advanced degree from Georgia State University, I agree that the library of Georgia State University shall make it available for inspection and circulation in accordance with its regulations governing materials of this type. I agree that permission to quote, to copy from, or to publish this dissertation may be granted by the professor under whose direction it was written, by the College of Education’s director of graduate studies and research, or by me. Such quoting, copying, or publishing must be solely for scholarly purposes and will not involve potential financial gain. It is understood that any copying from or publication of this dissertation, which involves potential financial gain, will not be allowed without my written permission. __________________________________ Joy Rebecca Kenyon NOTICE TO BORROWERS All dissertations deposited in the Georgia State University library must be used in accordance with the stipulations prescribed by the author in the preceding statement. The author of this dissertation is: Joy Rebecca Kenyon, 2545 Kolb Manor Circle SW, Marietta, GA 30008. The director of this dissertation is: Richard D. Lakes, Ph.D. Department of Educational Policy Studies College of Education and Human Development Georgia State University, Atlanta, GA 30303-3083. Curriculum Vita Joy Rebecca Kenyon ADDRESS: 2545 Kolb Manor Circle SW, Marietta, GA 30008 EDUCATION: Ph. D. 2017 Georgia State University Educational Policy Studies M.A. 2001 London University Institute of Education P.G.C.E 1994 Greenwich University Post-Graduate Certificate in Education B.A. [Hons] 1990 John Moore University College of Business Administration PROFESSIONAL EXPERIENCE: 2013 - Present The Lovett School, College Algebra & Pre-Calculus Lead Teacher 2015 Georgia State University, Graduate Teaching Assistant EPSF 7120: History of Education, Spring Semester Instructor: Patricia Carter, Ph.D. 2005 - 2013 Holy Spirit Preparatory School, Math Teacher 2008 - 2011 Math Department Chair 2006 - 2007 Dean of Student Life PRESENTATIONS AND PUBLICATIONS Kenyon, J. (2014, November). True grit: What qualitative research taught me about teaching high school mathematics. Paper presented at the meeting of the Georgia Independent Schools Association, (GISA), Atlanta, GA. Kenyon, J. (2014, February). Osama and the wonderment of girlhood: Lefebvre’s imagined spaces in girls’ epistemological development. As part of the panel discussion: Re-visioning educational constructs of identity, race, class and gender as portrayed in contemporary film. Paper presented at the meeting of the Southeastern Philosophy of Education Association, (SEPES), Atlanta, GA. PROFESSIONAL SOCIETIES & ORGANIZATIONS 2015 - Present Oral History Association 2014, 2017 Southeastern Philosophy of Education Association 2008 - 2010, 2017 American Educational Research Association Towards Racial Reconciliation: An Oral History Inquiry Examining Race and Reconciliation in the Context of Mercer University’s Beloved Community. Under the Direction of Dr. R. Lakes ABSTRACT Informed by archival data and oral history interviews, this dissertation explored stories of the lived experiences of the stakeholders of Mercer University’s Beloved Community. The goal was to gain insight into how higher educational institutions (HEIs) engaged community partners to address long-term racial injury through the process of racial reconciliation. This study included the insights of 18 participants in a racial reconciliation project named the Beloved Community; which began in 2005 and was sponsored by Mercer University, a private higher educational institution; formerly affiliated with the Georgia Baptist Convention. An aim of the project was to sustain a frank discourse within a safe, public forum, that would address the present and past injuries of racial segregation at the local church level and include the injured in problem solving. Mercer is one of few formerly segregated southern universities engaged in such an endeavor. The research questions were: 1) What do Mercer University’s Beloved Community stakeholders perceive as the primary goals of higher educational institutions in addressing racial reconciliation? 2) What are Mercer University’s Beloved Community stakeholders’ perceptions and lived experiences of racial reconciliation, through this project? 3) What patterns and contradictions are there in the stakeholders’ stories about their perceptions and lived experiences of racial reconciliation? The findings validate the research of Androff (2012) that reconciliation is a slow process, occurring at multiple levels, and provides insights into such an endeavor at a local level. Further, this study found that enactment of the project is influenced by social identity, collective memory, and intergroup interaction. A culture of social reconciliation, in the form of building interpersonal relationships and creating forums for racial dialogue, was the dominant form of reconciliation found within Mercer’s Beloved Community. This study is significant in examining the role of HEIs who include community partners to extend sustained scholarship, learning, and civic engagement. Key Words: Community engagement scholarship, Higher educational institutions, Racial reconciliation, Wicked problems, Beloved community. Towards Racial Reconciliation: An Oral History Inquiry Examining Race and Reconciliation in the Context of Mercer University’s Beloved Community by Joy Rebecca Kenyon A Dissertation Presented in Partial Fulfillment of Requirements for the Degree of Doctor of Philosophy in Social Foundations in Educational Policy Studies Department in the College of Education and Human Development Georgia State University Atlanta, GA. 2017 Copyright by Joy Kenyon 2017 DEDICATION Hebrews 10:35 This dissertation is dedicated to the beloved community throughout the ages. Cast not away your confidence it has great recompense of reward! ACKNOWLEDGMENTS I first give praise and honor to Father God, the fellowship of the Holy Spirit, The Comforter, and my Lord and Savior Jesus Christ, for life, love, joy, faith and peace. Thank you for reminding me: hope maketh not ashamed and never to cast away my confidence. I thank the timeless and global beloved community, especially those great clouds of witnesses who have gone before and helped to pave our way. I am thankful for the study’s 18 amazing participants for sharing their beautiful stories. Thanks also go to the president, administration, faculty and archival library staff of Mercer University as well as my doctoral committee, family, friends, students and colleagues for their grace and support on this pilgrim’s progress. My special thanks go to Mr. Sam Oni and Dr. John Dunaway, who were prayerful, ardent supporters from day one; your emails of encouragement were always so timely. Sincere thanks go to my committee chair Dr. Richard Lakes, who guided me through many dangers, toils and snares. I also appreciate my other doctoral committee members: Dr. Patricia Carter, Dr. Joyce King and Dr. Jodi Kaufmann for their support over the years. I truly appreciate all their guidance, scholarship and generosity of time and spirit. I would never have gotten this far without you
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