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Preface | |
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Acknowledgments | |
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About the Editors | |
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Trust, Feeling, and Chance: What We Learn, What We Share, What We Do | |
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Introduction to Part I | |
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Too Close to the Work/There Is Nothing Right Now | |
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The Political Landscape | |
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Researching Feelings | |
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Depression | |
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Fear (or Lack of Fear) | |
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Shame and Shifting Contexts | |
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Conclusions: Reshaping Our Work | |
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Reflective Questions | |
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Note | |
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References | |
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The Space Between Listening and Storying: Foundations for Projects in Humanization | |
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Vignettes in Stories and Storying | |
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A Theoretical Consideration: Listening and Projects in Humanization | |
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Methodological Challenges: Listening to Ourselves, Interacting With Others | |
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"Do You Have a Second to Talk?" Answering by Continuing the Dialogic Spiral | |
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Becoming and Belonging in the Space Between | |
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Implications for Projects in Humanization | |
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Reflective Questions | |
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References | |
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Humanizing Research With LGBTQ Youth Through Dialogic Communication, Consciousness Raising, and Action | |
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Working With LGBTQ Youth at the Attic | |
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Humanizing Fieldwork: Listening, Learning, and Mentoring With Youth | |
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Dehumanizing Fieldwork: Recognizing, Reflecting, and Revising | |
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Humanizing Analysis: Filling in Gaps | |
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Becoming More Fully Human Through Action | |
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Reflective Questions | |
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Note | |
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References | |
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Navigating Institutions and Communities as Participatory Activist Researchers: Tensions, Possibilities, and Transformations | |
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Introduction to Part II | |
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Humanizing Research in Dehumanizing Spaces: The Challenges and Opportunities of Conducting Participatory Action Research With Youth in Schools | |
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Methodological and Epistemological Foundations of PAR | |
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PAR, Pedagogy, and K-12 Education | |
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Our PAR Project Descriptions | |
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Project FUERTE (Future Urban Educators Conducting Research to Transform Teacher Education) | |
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Project FUERTE at Metro High School | |
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Project FUERTE at Rana High School | |
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Action Research Into School Exclusion (ARISE) | |
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Student Solidarity Project (SSP) | |
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The Challenges and Opportunities of Our PAR Projects | |
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The Pedagogical Realm | |
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"Teachers Don't Want to Hear That!" The Pedagogical Implications of Humanizing Research | |
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Reflections on Pedagogical Challenges and Opportunities | |
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The Political Realm | |
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When in Doubt, Shut It Down: The Political Implications of Humanizing Research | |
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Reflections on Political Challenges and Opportunities | |
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"I Am Smart, a Researcher, a Student": Final Thoughts on Possibilities | |
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Reflective Questions | |
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References | |
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Activist Ethnography With Indigenous Youth: Lessons From Humanizing Research on Language and Education | |
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Situating Indigenous Youth Language Research | |
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Presenting the Ethnographic Vignettes | |
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Listening "With Ears to Hear" Youth Testimony: Teresa's Vignette | |
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Affirming Strength Amid Loss: Sheilah's Vignette | |
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Humanizing "Insider-Outsider" Language Use in Endangered-Language Settings: Leisy's Vignette | |
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Lessons Learned in Working With Indigenous Youth in Endangered-Language Settings | |
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Reflective Questions | |
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Notes | |
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References | |
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Critical Media Ethnography: Youth Media Research | |
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Beginning and Evolving Inquiry | |
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Toward Critical Media Ethnography | |
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Symbolic Creativity in Youth Media | |
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Inquiry Through Participation | |
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The Case of Naier | |
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Polycentrism in Youth Media | |
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The Case of Adriel and Karen | |
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Digitality, Visuality, and Humanizing Research | |
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Reflective Questions | |
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Notes | |
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References | |
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The Complex Nature of Power, Relationships, and Responsibilities | |
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Introduction to Part III | |
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La Carta de Responsabilidad: The Problem of Departure | |
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Encountering La Carta | |
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Revisiting La Carta | |
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Reexamining La Carta | |
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Example I | |
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Reflecting on La Carta | |
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Reflective Questions | |
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Notes | |
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References | |
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Doing Double Dutch Methodology: Playing With the Practice of Participant Observer | |
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Toward a Double Dutch Methodology | |
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"Learning the Ropes" Before Playing the Field: Exploring My Researcher Positionality | |
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"Plant Both Feet Before You Start to Alternate [Them]": Theoretical Playing Ground | |
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Keeping Time and Rhythm: Playing With Participant Observation | |
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Dismounts and Conclusions | |
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Reflective Questions | |
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Note | |
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References | |
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Revisiting the Keres Study to Envision the Future: Engaging Indigenous Pueblo Youth in Intergenerational Humanizing Research and Praxis | |
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A Cultural Portrait of a Young, Gifted Pueblo Man | |
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The Keres Study: Giftedness From a Pueblo Perspective | |
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Culture | |
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Contested Indigeneity in an Educational Context | |
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Giftedness: In the Eyes of the Beholder | |
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Reclaiming Learning and the Right to Learn | |
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Retrospection: Gifted or Not Gifted? | |
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Revisiting the Keres Study: Perpetuating Indigenous Giftedness | |
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Reflective Questions | |
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Notes | |
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References | |
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Revisiting Old Conversations Toward New Approaches in Humanizing Research | |
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Introduction to Part IV | |
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Why I Study Culture, and Why It Matters: Humanizing Ethnographies in Social Science Research | |
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"Your Work Lacks Rigor": Defending Ethnographies | |
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Dominant Scripts and Notes in the Margins: Imagining Ethnographically | |
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The Ethnography of Literacy Among the Guys: (Per)forming Cultural "I"dentities in Texts and Personal Reflections on Authored Selves | |
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The Ethnographic Process: Engaging and Explaining the Guys' Literacy Practices | |
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The Ethics of Ethnography: Representing the Guys' Literacy Practices | |
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Appropriating Race in Identity Formation: Theory in Ethnography as a Complex Racial Lens | |
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Conclusion | |
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Reflective Questions | |
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References | |
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Critical for Whom? Theoretical and Methodological Dilemmas in Critical Approaches to Language Research | |
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Critical for Whom? Challenging Ethnocentric Research Practices | |
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The Study of Language in Use | |
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Theoretical Dilemmas | |
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Methodological Dilemmas | |
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Critical Narrative Analysis | |
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CNA in Action | |
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Geography or Gender? Josi's Dropping-Out Narrative | |
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Retention and Dropping-Out: Neide's Narrative | |
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Elena's Story: Until Fourth Grade | |
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Across Narratives | |
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Praxically Humanizing Research | |
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A Culture Circle in Action | |
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Implications: Critical Narrative Analysis as Praxis | |
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So What? Revising Theoretical and Methodological Dilemmas | |
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Reflective Questions | |
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Note | |
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References | |
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R-Words: Refusing Research | |
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Axiom I: The Subaltern Can Speak, but Is Only Invited to Speak Her/Our Pain. | |
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Axiom II: There Are Some Forms of Knowledge That the Academy Doesn't Deserve | |
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Axiom III: Research May Not Be the Intervention That Is Needed | |
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Theorizing Refusal | |
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Culmination | |
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Reflective Questions | |
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Notes | |
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References | |
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Epilogue: Reflecting Forward on Humanizing Approaches | |
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Contributors | |
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Author Index | |
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Subject Index | |