Humanizing Research

Decolonizing Qualitative Inquiry With Youth and Communities
Django Paris - Washington University, Seattle, USA
Maisha T. Winn
Humanizing Research
February 2013 | 304 pages | Sage US
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Description

*Winner of the 2015 Outstanding Book Award from the American Educational Research Association’s Qualitative Research Special Interest Group (SIG).*

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.



Contents

Part I: Trust, Feeling, and Change: What We Learn, What We Share, What We Do

  • Chapter 1: Too Close to the Work/There is Nothing Right Now
  • Chapter 2: The Space Between: Listening and Story-ing as Foundations for Projects in Humanization (PiH)
  • Chapter 3: Conducting Humanizing Research with LGBTQQ Youth through Dialogic Communication, Consciousness Raising, and Action

Part II: Navigating Institutions and Communities as Participatory Activist Researchers: Tensions, Possibilities, and Transformations

  • Chapter 4: Humanizing Research in Dehumanizing Spaces: The Challenges of Conducting Participatory Action Research with Youth in Schools
  • Chapter 5: Activist Ethnography with Indigenous Youth--Lessons from Humanizing Research on Language and Education
  • Chapter 6: Critical Media Ethnography: Youth Media Research

Part III: The Complex Nature of Power, Relationships, and Responsibilities

  • Chapter 7: La Carta de Responsabilidad: The Problem of Exiting the Field
  • Chapter 8: Critical A Double-Dutch Methodology: A Kinetic Approach to Qualitative Educational Research
  • Chapter 9: Revisiting the Keres Study: Learning from the Past to Engage Indigenous Youth, Elders and Teachers in Intergenerational Collaborative Research and Praxis

Part IV: Revisiting Old Conversations toward New Approaches in Humanizing Research

  • Chapter 10: The Ethnographic Method in Educational Research: Why I Study Culture, and Why It Matters
  • Chapter 11: Critical for Whom?: Theoretical and Methodological Dilemmas in Critical Approaches to Language Reseach
  • Chapter 12: R-words: Refusing Research
  • Epilogue: Reflecting Forward on Humanizing Approaches

Description

*Winner of the 2015 Outstanding Book Award from the American Educational Research Association’s Qualitative Research Special Interest Group (SIG).*

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.



Contents

Part I: Trust, Feeling, and Change: What We Learn, What We Share, What We Do

  • Chapter 1: Too Close to the Work/There is Nothing Right Now
  • Chapter 2: The Space Between: Listening and Story-ing as Foundations for Projects in Humanization (PiH)
  • Chapter 3: Conducting Humanizing Research with LGBTQQ Youth through Dialogic Communication, Consciousness Raising, and Action

Part II: Navigating Institutions and Communities as Participatory Activist Researchers: Tensions, Possibilities, and Transformations

  • Chapter 4: Humanizing Research in Dehumanizing Spaces: The Challenges of Conducting Participatory Action Research with Youth in Schools
  • Chapter 5: Activist Ethnography with Indigenous Youth--Lessons from Humanizing Research on Language and Education
  • Chapter 6: Critical Media Ethnography: Youth Media Research

Part III: The Complex Nature of Power, Relationships, and Responsibilities

  • Chapter 7: La Carta de Responsabilidad: The Problem of Exiting the Field
  • Chapter 8: Critical A Double-Dutch Methodology: A Kinetic Approach to Qualitative Educational Research
  • Chapter 9: Revisiting the Keres Study: Learning from the Past to Engage Indigenous Youth, Elders and Teachers in Intergenerational Collaborative Research and Praxis

Part IV: Revisiting Old Conversations toward New Approaches in Humanizing Research

  • Chapter 10: The Ethnographic Method in Educational Research: Why I Study Culture, and Why It Matters
  • Chapter 11: Critical for Whom?: Theoretical and Methodological Dilemmas in Critical Approaches to Language Reseach
  • Chapter 12: R-words: Refusing Research
  • Epilogue: Reflecting Forward on Humanizing Approaches
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Humanizing Research

Decolonizing Qualitative Inquiry With Youth and Communities

Django Paris , Maisha T. Winn
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February 2013 | 304 pages | Sage US

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*Winner of the 2015 Outstanding Book Award from the American Educational Research Association’s Qualitative Research Special Interest Group (SIG).*

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.




Table Of Contents:

  • Part I: Trust, Feeling, and Change: What We Learn, What We Share, What We Do
  • Chapter 1: Too Close to the Work/There is Nothing Right Now
  • Chapter 2: The Space Between: Listening and Story-ing as Foundations for Projects in Humanization (PiH)
  • Chapter 3: Conducting Humanizing Research with LGBTQQ Youth through Dialogic Communication, Consciousness Raising, and Action
  • Part II: Navigating Institutions and Communities as Participatory Activist Researchers: Tensions, Possibilities, and Transformations
  • Chapter 4: Humanizing Research in Dehumanizing Spaces: The Challenges of Conducting Participatory Action Research with Youth in Schools
  • Chapter 5: Activist Ethnography with Indigenous Youth--Lessons from Humanizing Research on Language and Education
  • Chapter 6: Critical Media Ethnography: Youth Media Research
  • Part III: The Complex Nature of Power, Relationships, and Responsibilities
  • Chapter 7: La Carta de Responsabilidad: The Problem of Exiting the Field
  • Chapter 8: Critical A Double-Dutch Methodology: A Kinetic Approach to Qualitative Educational Research
  • Chapter 9: Revisiting the Keres Study: Learning from the Past to Engage Indigenous Youth, Elders and Teachers in Intergenerational Collaborative Research and Praxis
  • Part IV: Revisiting Old Conversations toward New Approaches in Humanizing Research
  • Chapter 10: The Ethnographic Method in Educational Research: Why I Study Culture, and Why It Matters
  • Chapter 11: Critical for Whom?: Theoretical and Methodological Dilemmas in Critical Approaches to Language Reseach
  • Chapter 12: R-words: Refusing Research
  • Epilogue: Reflecting Forward on Humanizing Approaches
  • To Humanize Research: An Introduction

Recent Product Reviews:

“The text is written in an engaging, conversational tone and presents powerful stories that will connect with students and others interested in empowering under-represented groups (focused on adolescents/youth) through community based research.”
Susan Letvak, The University of North Carolina at Greensboro
“This text is a rich repository, covers wide variety of oppressed research participants and a must read for emerging and valuable sub-field of humanizing research within qualitative research paradigm.”
Shailesh Shukla, Department of Indigenous Studies, University of Winnipeg
“I find it to be an overall excellent addition to the conversation on humanizing qualitative research and in general on the conversation on Critical Qualitative Research and its possible directions for development.”
Patricio R. Ortiz, Utah State University, Department of Education

Recommendations