Humanizing Research Decolonizing Qualitative Inquiry with Youth and Communities

ISBN-10: 1452225397

ISBN-13: 9781452225395

Edition: 2014

Authors: Django Paris, Maisha T. Winn

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Diversity is inevitable in researching minority, indigenous, and marginalized populations. In this collection, editors Django Paris and Maisha Winn have selected essays written by top scholars in education on humanizing approaches to qualitative and ethnographic inquiry with youth and their communities. Vignettes, portraits, narratives, personal and collaborative explorations, photographs, and additional data excerpts bring the findings to life for a better understanding of how to use research for positive social change.
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Book details

Copyright year: 2014
Publisher: SAGE Publications, Incorporated
Publication date: 2/27/2013
Binding: Paperback
Pages: 304
Size: 7.25" wide x 9.00" long x 0.75" tall
Weight: 1.342
Language: English

Django Paris is Assistant Professor of Language and Literacy in the College of Education at Michigan State University. He was previously on the faculty at Arizona State University. Paris received a B.A. in English from the University of California, Berkeley, an M.A. and a Ph.D. from Stanford University. He spent 6 years as an English Language Arts teacher in California, Arizona and the Dominican Republic before entering graduate school. Paris is also Associate Director of the Bread Loaf School of English, a summer graduate program of Middlebury College. He has published research in numberous journals including the Harvard Educational Review, Educational Researcher, and the International Journal of Qualitative Studies in Education. He has recently published a book entitled Language Across Difference with Cambridge University Press (2011).

Maisha T. Winn obtained her Ph.D. at University of California, Berkeley. Prior to that, she was a public elementary and high school teacher in Sacramento, CA. Currently, she is the Susan J. Cellmer Chair of English Education in Curriculum and Instruction at the University of Wisconsin, Madison. She has published research in a range of Journals (Harvard Educational Review, Race, Ethnicity and Education, Anthropology and Education Quarterly, Journal of African American History, and Research in the Teaching of English, Written Communication and English Education). She published Writing in Rhythm: Spoken Word Poetry in Urban Classrooms (published under Maisha T. Fisher by Teachers College Press), Girl Time: Literary, Justice and the School-to-prison pipeline (Teachers College Press), Writing instruction in the culturally relevant classroom (co-authored with Latrise Johnson for NCTE), and Education and Incarceration (co-edited with Erica Meiners for Routledge).

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