Cynthia C. Reyes, Shana J. Haines, Kelly Clark/Keefe
Foreword by: Sonia Nieto
Publication Date: June 4, 2021
Pages: 176
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, to navigating human subjects committees, to the complex task of representing ideas to academic and community-based audiences.
Book Features:
Cynthia C. Reyes, Shana J. Haines, and Kelly Clark/Keefe are all associate professors at the University of Vermont.
“ Humanizing Methodologies in Educational Research provides an in-depth account of the ethical, political, affective, and personal landscape of conducting educational research. The authors provide both a framework for and illustrations of conducting research responsibly in the context of power dynamics that cannot be avoided and should not be ignored.”
—Teachers College Record
“In this outstanding book about research on, for, and especially with refugee families and their children, Cynthia Reyes, Shana Haines, and Kelly Clark/Keefe directly confront outdated and elitist notions about the purposes and methods of educational research. An antidote to the view that research must be impersonal, neutral, and stripped of any kind of advocacy, this book directly challenges the role of the researcher as all-knowing detached expert. The authors are instead driven by an urgency to explore respectful and mutually beneficial partnerships between refugee families and schools.”
—From the Foreword by Sonia Nieto, professor emerita, University of Massachusetts Amherst
“Drawing on the Filipino notion of kapwa, the authors illustrate how research decisions affect our shared humanity. This is a must-read for anyone engaged in research with members of minoritized cultures.”
—Monica Miller Marsh, director, Kent State University Child Development Center
Contents (Tentative)
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
Professors: Request an Exam Copy
Print copies available for US orders only. For orders outside the US, see our international distributors.