Humanizing Methodologies in Educational Research
Centering Non-Dominant Communities
Will be published approx. on 4. June 2021
Book
Hardback
176 pages
978-0-8077-6555-5 (ISBN)
Description
This guide is for educational researchers interested in conducting ethically sound qualitative studies with diverse populations, including refugees, documented and undocumented immigrants, and people with disabilities. Through a description of a case study with refugee families, their children, school personnel, and liaisons, the authors highlight humanizing methods-a multidirectional and dynamic ethical compass with relationships at the center. Topics in the book include working within the limitations of Institutional Review Board (IRB) standards, using cultural and linguistic liaisons to communicate with research participants, and creating reciprocity with research participants and their families and communities. Through accessible real-world examples, the text covers the full arc of a project, from conceptualization of design, to navigating human subjects committees, to the complex task of representing ideas to academic and community-based audiences.Book Features:
Engages readers in the complex and sometimes uncertain terrain of working across diverse constituencies in school-community partnership research.
Centers practical and ethical tensions in fieldwork as sites from which to learn more about research participants and researcher values.
Includes reflections by contributing authors on how to work with non-dominant students, ensuring full equity and inclusion for all learners.
Models an approach of metacritical reflexivity and researcher positionality.
Engages readers in the complex and sometimes uncertain terrain of working across diverse constituencies in school-community partnership research.
Centers practical and ethical tensions in fieldwork as sites from which to learn more about research participants and researcher values.
Includes reflections by contributing authors on how to work with non-dominant students, ensuring full equity and inclusion for all learners.
Models an approach of metacritical reflexivity and researcher positionality.
More details
Language
English
Place of publication
New York
United States
Target group
Professional and scholarly
Product notice
sewn/stitched
Cloth over boards
Dimensions
Height: 235 mm
Width: 162 mm
Thickness: 12 mm
Weight
349 gr
ISBN-13
978-0-8077-6555-5 (9780807765555)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Cynthia C. Reyes, Shana J. Haines, and Kelly Clark/Keefe are all associate professors at the University of Vermont.
Content
Foreword?
Introduction
Interrogating the Term "Refugee"
Who We Are: Self-Location Stories
Introducing the Student Researchers
Families, School Personnel, and Home School Liaisons
Centering Connection Purpose: Examining Relationships between Refugee Families and Educators
An Iterative and Humanizing Process for Re-Hearing Stories
Overview of the Book
A Note about Reflection and Writing
1.?Listening With Heads and Hearts: Tensions of Self-Location and Locating Others
The Significance of Carrom
Prior Ways of Knowing
Conceptual and Theoretical Situatedness
Conclusion
2.?Interrogating the Term "Vulnerable Participant": Addressing Limitations of and Implications From the Ethics Board in Studies With Families With Refugee Backgrounds
Considerations for Negotiating the IRB
The Purpose of the Follow-Up Interview
Further Recommendations for a Qualitative Research Protocol
Conclusion
3.?Extending the Circle of Relationship-Building With Student Researchers
Benefits and Tensions of Working with Students
Strategies for Working with Student Researchers
Conclusion
4.?Navigating, Negotiating, and Reciprocating: Working With Interpreters
with Hemant Ghising
Roles of Interpreters
Types of Interpreters
Benefits and Tensions of Working with Interpreters
Strategies to Ensure Transparency in Interpretation
Conclusion
5.?Reciprocity: Tensions of Learning With Participants
with Alexandra Reed & Grace L. Francis, and Sarah Childs
Researcher Learning: Problematizing Reciprocity
Participant Learning: Ways of Self-Reflecting from Participation in the Study
Incommensurability and Negotiating Reciprocity With Participants
Conclusion
6.?Considerations for Expanding Work With Other "Vulnerable" Communities
Considerations for Engaging in Research With Individuals with Disabilities
Research Cycle
Creating Space for the Me and Us in Research With Undocumented Students
Research with a Vulnerable Population: Undocumented Students
Humanizing Connections with my Participants
Conclusion
7.?Toward a Humanizing Approach: An Open Ending
Essential Learning
Humanizing Engagements and Moving Forward
References
Index
About the Authors
Introduction
Interrogating the Term "Refugee"
Who We Are: Self-Location Stories
Introducing the Student Researchers
Families, School Personnel, and Home School Liaisons
Centering Connection Purpose: Examining Relationships between Refugee Families and Educators
An Iterative and Humanizing Process for Re-Hearing Stories
Overview of the Book
A Note about Reflection and Writing
1.?Listening With Heads and Hearts: Tensions of Self-Location and Locating Others
The Significance of Carrom
Prior Ways of Knowing
Conceptual and Theoretical Situatedness
Conclusion
2.?Interrogating the Term "Vulnerable Participant": Addressing Limitations of and Implications From the Ethics Board in Studies With Families With Refugee Backgrounds
Considerations for Negotiating the IRB
The Purpose of the Follow-Up Interview
Further Recommendations for a Qualitative Research Protocol
Conclusion
3.?Extending the Circle of Relationship-Building With Student Researchers
Benefits and Tensions of Working with Students
Strategies for Working with Student Researchers
Conclusion
4.?Navigating, Negotiating, and Reciprocating: Working With Interpreters
with Hemant Ghising
Roles of Interpreters
Types of Interpreters
Benefits and Tensions of Working with Interpreters
Strategies to Ensure Transparency in Interpretation
Conclusion
5.?Reciprocity: Tensions of Learning With Participants
with Alexandra Reed & Grace L. Francis, and Sarah Childs
Researcher Learning: Problematizing Reciprocity
Participant Learning: Ways of Self-Reflecting from Participation in the Study
Incommensurability and Negotiating Reciprocity With Participants
Conclusion
6.?Considerations for Expanding Work With Other "Vulnerable" Communities
Considerations for Engaging in Research With Individuals with Disabilities
Research Cycle
Creating Space for the Me and Us in Research With Undocumented Students
Research with a Vulnerable Population: Undocumented Students
Humanizing Connections with my Participants
Conclusion
7.?Toward a Humanizing Approach: An Open Ending
Essential Learning
Humanizing Engagements and Moving Forward
References
Index
About the Authors