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ABSTRACT. At the dawn of the 21st century the revolutionary energies that once fueled the Civil Rights Movement have been usurped into a sanitized narrative of American exceptionalism undergirded by a static black white racial binary. This article explores the ways that these sanitized binaries curtail the development of “mutually beneficial forms of engagement in postgraduate supervision.” By evoking bell hooks’ “politics of location” the co-authored narrative inquiry presented in this article considers how educators can develop renegade locations for a radical re-visioning of education for advisors and mentees of color. And more specifically, how a of woman of color from outside the United States alongside an African American man and woman graduate advisor, can go about identifying these spaces in the “politics of location,” beyond this pervasive black white paradigm. pp. 71–84

Keywords: post-secondary education; cross-cultural graduate advising; traditionally marginalized student populations; narrative inquiry; racial and gender binaries

KRYSTIE NGUYEN
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Louisiana State University, United States
ROLAND W MITCHELL
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Louisiana State University, United States
CHAUNDA ALLEN MITCHELL
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Louisiana State University, United States

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