Going Against the Current of Hegemonic “White-IST” Discourse: A Doctoral Program Journey from Critical Student + Guide Perspectives

Abstract

This article presents a critique of systemic library and information science (LIS) education and its hegemonic “White-IST” (White + elitist) discourse prevalent across the conceptualization and implementation of doctoral programs in the United States. The text illuminates the structural aspects of the doctoral experience embedded in (yet beyond) a shared narrative, to present implications for doctoral education for LIS students of color. The article extends an autoethnographic approach to personal narrative and storytelling from the critical perspectives of a student + guide. It identifies challenges to overcome barriers in achieving milestones in the LIS doctoral journey while critiquing programmatic issues in the process.