A doctorate doesn’t make you a “Doc”: the educational and sociocultural embodiment of culturally relevant pedagogies

Abstract

Purpose

This study aims to stimulate scholarly attention and practical application pertaining to individuals recognized as “Docs.” Through conducting a comprehensive analysis and acquiring a profound understanding of its many connotations, the objective is to shift attitudes and approaches concerning those who are seen to possess knowledge and value within society.

Design/methodology/approach

For this study, culturally relevant pedagogies were used as theoretical frameworks in addition to Sankofa and concept explication being used as methodologies.

Findings

The authors identified three themes: (1) honorary cultural practice-community nomination of “professahs” and “docs,” (2) (Black) robinhoods – cultural signifiers of distinction and relatability and (3) docs as catalysts – elevating community via consciousness, trust and mentorship as significant understandings of this distinction.

Originality/value

The study emphasizes the importance of “Docs” in both academic and social contexts. The role of “Docs” serves to alleviate potential conflicts of being a Black intellectual. This study further reveals the ways in which Docs align with, promote or possibly undermine established frameworks of thought. Finally, this study provides institutions with opportunities to consider strategies for the utilization, recognition and integration of individuals who are frequently overlooked or undervalued.

Citation

Johnson, M.W., Johnson, A., Clark, L., Howe, J.E., Jefferson, T., McClendon, D., Crooms, B. and Thomas, D.J. (2024), "A doctorate doesn’t make you a “Doc”: the educational and sociocultural embodiment of culturally relevant pedagogies", Journal for Multicultural Education, Vol. 18 No. 4, pp. 343-358. https://doi.org/10.1108/JME-10-2023-0115