Humanizing Research: Decolonizing Qualitative Inquiry With Youth and Communities

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SAGE, Feb 27, 2013 - Science - 277 pages
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What does it mean to conduct research for justice with youth and communities who are marginalized by systems of inequality based on race, ethnicity, sexuality, citizenship status, gender, and other categories of difference? 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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Contents

TRUST FEELING AND CHANGE WHAT WE LEARN WHAT WE SHARE WHAT WE DO
1
TOO CLOSE TO THE WORK THERE IS NOTHING RIGHT NOW DAYSI DIAZSTRONG MARIA LUNADUARTE CHRISTINA GÓMEZ AND E...
3
THE SPACE BETWEEN LISTENING AND STORYING FOUNDATIONS FOR PROJECTS IN HUMANIZATION VALERIE KINLOCH AND TIM...
21
HUMANIZING RESEARCH WITH LGBTQ YOUTH THROUGH DIALOGIC COMMUNICATION CONSCIOUSNESS RAISING AND ACTION M...
43
NAVIGATING INSTITUTIONS AND COMMUNITIES AS PARTICIPATORY ACTIVIST RESEARCHERS TENSIONS POSSIBILITIES AND TRA...
59
HUMANIZING RESEARCH IN DEHUMANIZING SPACES THE CHALLENGES AND OPPORTUNITIES OF CONDUCTING PARTICIPATORY ...
63
ACTIVIST ETHNOGRAPHY WITH INDIGENOUS YOUTH LESSONS FROM HUMANIZING RESEARCH ON LANGUAGE AND EDUCATION ...
81
CRITICAL MEDIA ETHNOGRAPHY RESEARCHING YOUTH MEDIA KORINA JOCSON
105
REVISITING THE KERES STUDY TO ENVISION THE FUTURE ENGAGING INDIGENOUS PUEBLO YOUTH IN INTERGENERATIONAL HU...
161
REVISITING OLD CONVERSATIONS TOWARD NEW APPROACHES IN HUMANIZING RESEARCH
175
WHY I STUDY CULTURE AND WHY IT MATTERS HUMANIZING ETHNOGRAPHIES IN SOCIAL SCIENCE RESEARCH DAVID E KIRKLA...
179
CRITICAL FOR WHOM? THEORETICAL AND METHODOLOGICAL DILEMMAS IN CRITICAL APPROACHES TO LANGUAGE RESEARCH ...
201
RWORDS REFUSING RESEARCH EVE TUCK AND K WAYNE YANG
223
REFLECTING FORWARD ON HUMANIZING APPROACHES MAISHA T WINN
249
CONTRIBUTORS
253
AUTHOR INDEX
259

THE COMPLEX NATURE OF POWER RELATIONSHIPS AND RESPONSIBILITIES
125
LA CARTA DE RESPONSABILIDAD THE PROBLEM OF DEPARTURE ARIANA MANGUAL FIGUEROA
129
DOING DOUBLE DUTCH METHODOLOGY PLAYING WITH THE PRACTICE OF PARTICIPANT OBSERVER KEISHA GREEN
147

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About the author (2013)

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).

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