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Humanizing Research
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Humanizing Research
Decolonizing Qualitative Inquiry With Youth and Communities

Edited by:
  • Django Paris - Washington University, Seattle, USA
  • Maisha T. Winn - University of California, Davis, USA, University of Wisconsin - Madison, USA
Other Titles in:
Education | Qualitative Research
February 2013 | 304 pages | SAGE Publications, Inc
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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.
 
Part I: Trust, Feeling, and Change: What We Learn, What We Share, What We Do
Daysi Strong, Maria Duarte, Christina Gomez, Eric Meiners
Chapter 1: Too Close to the Work/There is Nothing Right Now
Valerie Kinloch, Timothy San Pedro
Chapter 2: The Space Between: Listening and Story-ing as Foundations for Projects in Humanization (PiH)
Mollie Blackburn
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
Jason Irizarry, Tara Brown
Chapter 4: Humanizing Research in Dehumanizing Spaces: The Challenges of Conducting Participatory Action Research with Youth in Schools
Teresa L. McCarty, Leisy T. Wyman, Sheilah E. Nichols
Chapter 5: Activist Ethnography with Indigenous Youth--Lessons from Humanizing Research on Language and Education
Korina Jocson
Chapter 6: Critical Media Ethnography: Youth Media Research
 
Part III: The Complex Nature of Power, Relationships, and Responsibilities
Ariana Mangual Figueroa
Chapter 7: La Carta de Responsabilidad: The Problem of Exiting the Field
Keisha Green
Chapter 8: Critical A Double-Dutch Methodology: A Kinetic Approach to Qualitative Educational Research
Eunice Romero-Little, Christine Sims, A-Dae Romero
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
David E. Kirkland
Chapter 10: The Ethnographic Method in Educational Research: Why I Study Culture, and Why It Matters
Mariana Souto-Manning
Chapter 11: Critical for Whom?: Theoretical and Methodological Dilemmas in Critical Approaches to Language Reseach
Eve Tuck, K. Wayne Yang
Chapter 12: R-words: Refusing Research
Maisha Winn
Epilogue: Reflecting Forward on Humanizing Approaches

“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

This book has helped me to introduce the subject of colonization and how research has been used to classify and denigrate non-white peoples and non-Western cultures.

Mr DOUGLAS ANDERSON
Humanities Fine Arts Dept, Front Range Community College
February 17, 2015
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Humanizing Research is an excellent text for researchers at any level (undergraduate and graduate students, as well as emerging scholars and community researchers). I found the book to be accessible to students who may be engaging in social science and qualitative research for the first time. The reflection questions at the end of each chapter are also ideal for class discussions and individual reflection writing assignments. The text pairs well with itself digital texts (i.e., videos, social media, etc.) and additional articles that address issues of ethics, reciprocity, and responsibility.

Dr Tamara Butler
English Dept, Michigan State University
January 2, 2015
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The chapters are great individually, but not all of them applied to all students in this particular class.

Dr Janet Johnson
Educational Studies Dept, Rhode Island College
October 7, 2014
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Interesting focus, too specilized for the majority of students, more used as background literature for the teachers

Dr Lmm Houweling
Instituut voor Ecologische Pedagogiek, Hogeschool Utrecht
September 9, 2013
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An imortant text in understanding different approaches to undertaking qualitative research

Dr Mark Malisa
School Of Education, College of St Rose
August 22, 2013
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I should recommend this text for those working in public and not-for-profit contexts

Ms Hazel Messenger
Business School, London Metropolitan Uni (North Campus)
June 17, 2013
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Django Paris

Django Paris is a James A. and Cherry A. Banks Associate Professor of Multicultural Education and the director of the Banks Center for Educational Justice at The University of Washington at Seattle. He was previously an Assistant Professor of Language and Literacy in the College of Education at Michigan State University, and 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... More About Author

Maisha T. Winn

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 ... More About Author

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