Care-Based Methodologies reimagines relationships between researchers and youth participants in school-based research. The book calls attention to care-based methodologies as essential to qualitative and ethnographic research in schools, particularly when participants are youth from nondominant communities. While researchers come to schools seeking to understand youths' lived experiences and become implicated in the quotidian rhythms of their lives, it is rare that they receive training on how to navigate the complex interpersonal dynamics and relationships that take shape during long-term school research.
How can researchers ensure that they care for the wellbeing of youth, not just the stories and data collected from them? How do researchers maneuver the various roles they may come to play in youth's lives over the course of, and beyond, a study with care? What happens when scholars transgress the traditional power dynamics of researcher-participant relationships to walk with youth in their research?
This book illustrates the possibilities for conducting rigorous and responsible research that simultaneously improves our understanding of youth's lives, cares for their wellbeing, and works toward dismantling the systems that oppress them. The editors of the volume offer an opening chapter that articulates how researchers can practice care-based methodologies with youth by centering transparency, reflexivity, reciprocity, curiosity, consent, and self-care. The chapters that follow draw from a range of qualitative and ethnographic studies to highlight how care mediates and informs the research process and offer concrete guidance for employing care-based methodologies in school-based studies with youth.
Arvustused
This new volume represents an urgent paradigm shift away from research as extraction, and towards a relational ethics of care. The authors powerfully model how research can illuminate, mobilize and embody the transformative power of relationships characterized by love and dignity. Required reading for the everyday work of educational justice. * Shirin Vossoughi, Associate Professor in Learning Sciences, Northwestern University, USA * Care-Based Methodologies is a rich and timely exploration of approaches to qualitative inquiry that center relationship, heart, and humanity in every aspect of research design and practice. Readers will find chapters brimming with actionable guidance and vibrant illustrations of how centering care deepens the critical impact of research with youth. * Elizabeth Dutro, Professor of Literacy Studies, University of Colorado Boulder, USA *
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Explores the concept of care as a critical methodological component of school-based qualitative and ethnographic research that involves children and youth participants in schools in the United States.
List of Illustrations
List of Contributors
Acknowledgements
Foreword: Complicating the Status Quo: Daring to Care in Educational Research
with Youth
Yolanda Sealey-Ruiz (Columbia University, USA)
Caring in Research with Youth in Schools Veena Vasudevan (University of
Pittsburgh, USA), Nora Gross (Boston University, USA), Pavithra Nagarajan
(CUNY Institute for State and Local Governance, USA), Katherine Clonan-Roy
(Cleveland State University, USA)
Part I: Re/unlearning Our Orientation to Research: Critical Frameworks for
Research in Schools
1. All or Nothing: Demystifying the What, When, and How of Participant
in School-Based Research with Black Youth Natalie R. Davis (Georgia State
University, USA) and Alaina Neal-Jackson (University of Michigan, USA)
2. Platicando entre Compañeras: The Use of Pláticas to Navigate Ethical
Dilemmas in Ethnographic Research with and for Latina High School Students
Bianca N. Haro (Pitzer College, USA)
3. Care as Resistance and Epistemological Necessity in YPAR Meagan
Call-Cummings (George Mason University, USA) and Melissa Hauber-Özer (George
Mason University, USA)
Part II: Collaborating and Co-Creating with Youth: Caring Through Sharing
Ownership of the Research
4. From Hallway Conversations to Making Together: How Care Can Shift
Relationships With Young People in Schools Veena Vasudevan (University of
Pittsburgh, USA)
5. The Life of Julio Good: The Black Ratchet Imagination & Messy Methods as
Caring Ethics Ariana Brazier (ATL Parent Like A Boss, Inc., USA)
6. The Reception and Reward of Relationship-Building and Enacting Care with
Black Boys Advancing a Theory of Care through Building and Earning Trust with
Black Boys Pavithra Nagarajan (CUNY Institute for State and Local Governance,
USA)
7. Developing Sustainable Partnerships between Researchers and Youth
Participants: Fostering Shared Learning Across Time and Difference Matthew R.
Deroo (University of Miami, USA) and Ilhan Mohamud (University student, USA)
Part III: Negotiating Emergent Tensions: Developing and Sustaining Caring
Relationships with Youth
8. Intervening Through Intimate Inquiry with Youth Katherine Clonan-Roy
(Cleveland State University, USA)
9. A Friend or an Experiment?: The Paradox of Ethnographic Relationships
with Youth Nora Gross (Boston College, USA)
10. Unraveling a Researchers Practices of Care with One Disabled Youth
Katherine Scott Newhouse (Columbia University, USA)
11. Culturally Responsive Caring and Emergent Tensions in a Bilingual
Mentoring Program in a Diverse School James S. Chisholm (University of
Louisville, USA), Melanie Jones Gast (University of Louisville, USA) and
Ashley L. Shelton (University of Louisville, USA)
Part IV: Collaborating with Universities, Communities, and Schools:
Navigating the Challenges of Caring Research Partnerships
12. Conceptions of Care and Graduate Student Researcher Positionality:
Struggling to Reconcile Researcher Care with Personal Moral Commitments Van
Anh Tran (Columbia University, USA), Errol C. Saunders, II (Columbia
University, USA), Shamari Reid (The University of Oklahoma, USA) and Lum Fube
(Columbia University, USA)
13. Pedagogical Reflections: Teaching Care in Qualitative Research Classrooms
Stephanie Masta (Purdue University, USA) and Ophélie Allyssa Desmet (Valdosta
State University, USA)
14. Establishing, Executing, and Extending Caring Community-Based Research
Partnerships Charity Lisko (Independent Education Consultant, USA), Katie
Woolford (City of Philadelphias Office of Children and Families, USA) and
Rand Quinn (University of Pennsylvania, USA)
15. Just Inquiry Rooted in Critical Care: Participatory, intergenerational
research tracing the legacy of School in the Square Samuel Finesurrey
(Guttman Community College, USA), Camille Lester (City University of New
York, USA), Sherry King (School in the Square, USA), Michelle Fine (City
University of New York, USA, and University of South Africa, South Africa),
Intergenerational S2 Research Collaborative (USA)
Conclusion: Caring in Contentious Times Veena Vasudevan (University of
Pittsburgh, USA), Nora Gross (Boston University, USA), Pavithra Nagarajan
(CUNY Institute for State and Local Governance, USA), Katherine Clonan-Roy
(Cleveland State University, USA)
References
Index
Veena Vasudevan is Assistant Professor of Digital Media and Learning, University of Pittsburgh School of Education, USA. Nora Gross is a Core Fellow/Visiting Assistant Professor of Sociology at Boston College, USA. Pavithra Nagarajan is Senior Research Associate at Institute for State and Local Governance at the City University of New York (CUNY), USA. Katherine Clonan-Roy is Assistant Professor of Curriculum and Foundations at Cleveland State University, USA.
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