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Allport, Gordon. The Nature of Prejudice. MA: Addison-Wesley. Berg, B. Qualitative research methods for the social sciences. Boston: Allyn and Bacon. Bettez, S. Building critical communities amid the uncertainty of social justice pedagogy in the graduate classroom. Review of Education, Pedagogy, and Cultural Studies, 33 1 , Cahill, C. Fine Eds. Cammarota, J. Revolutionizing education: Youth participatory action research in motion. New York, NY: Routledge. New Directions for Youth Development, , Delgado, R. Critical race theory: An introduction.

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Social Science Quarterly, 92 4 , Fine, M. An Epilogue, of Sorts. Freire, P. Pedagogy of the oppressed. New York, NY: Continuum.

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Gay, C. Putting race in context: Identifying the environmental detriments of Black racial attitudes. American Political Science Review, 98 4 , Seeing difference: The effect of economic disparity on Black attitudes toward Latinos. American Journal of Political Science, 50 4 , Goessling, K.

YPAR and Critical Epistemologies: Rethinking Education Research

Thru the lenz: Participatory action research, photography, and creative process in an urban high school. Journal of Creativity in Mental Health , 4 4 , Gorski, P. Good intentions are not enough. A decolonizing intercultural education. Intercultural Education, 19 6 , Jackson, G. Methods for integrative reviews.

Review of Educational Research, 50 , Kincheloe, J. Critical pedagogy: Where are we now? NY: Peter Lang Publishers. Educational Researcher, 41 4 , Morrell, E. Critical literacy and urban youth: Pedagogies of access, dissent, and liberation. New York: Routledge. Fine Eds. And to lead by example and expose her own vulnerability in this piece is a perfect example for one of my favorite mandates…. Wow, what a fantastic quote! Name required. Email Address required. Like us on Facebook! Follow us on Twitter! Join us on Goodreads! Read our Newsletter! Skip to Navigation. Search Equity Alliance:. Equity Alliance Blog. Feb 4, Share This:. Disclaimer The views or opinions presented in the blog are solely those of the author s and do not necessarily represent those of the Equity Alliance. As a consequence, research outreach to LGBT youth is conducted instead via community organizations and social networking.

This role of public schools in both constructing and erasing research populations is highly problematic. Deploying insider status as a research strategy to gain access to contexts and participants must be twinned with a commitment to the rights of participants to authentically represent experiences and issues that are important to them within the research base that informs educational and social policy.

Thus, the methodological issue here involves navigating school constraints on access that might be posed by administrators as protecting youth or schools but which also have the effect of surveilling and disciplining the construction of social knowledge around contested issues FOUCAULT, Gaining access in the Las Vegas study and finding ways to participate under the radar occurred when the researcher abandoned formal channels and explored alternative sites utilized by young people including coffee houses, used clothing stores, and underground music venues frequented by young people.

These informal structures actually opened up the research to topics that better represented the issues of most interest among the young women—sexuality, same sex attractions, and the sex industry, for example, were identified as desired topics among them.

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A more authentic dialogue ensued. A group discussion on the meanings and practices associated with being labeled a "slut" or a "ho" and the experiences of one of the young women whose boyfriend arranged for a sexual experience between her and a lesbian acquaintance revealed the pressing concerns of the young women. Eventually, all the activities were orchestrated by the young women, not the researcher, which opened up possibilities that stemmed from their desires more than the intent of the researcher.

LATOUR maintained that as a first principle, critical researchers are required to "jeopardise this privilege of being in command" p. In order to consistently shake and stir the conventional power relationships between those researched and those who are researching, we seek out transgressive ways of working with young people, taking seriously LATOUR's challenge that "the sociologist does not know or presume to know what society is made of; instead they [sic] seek informants who may" p.

There are of course risks involved in accepting that respondents' conscious and reported knowledge about their situation is in some way a complete and final representation. Gendered, raced classed and other positionalities can play a role in opening up or limiting the self-knowledge. Thus, we want to claim meaning in both the fluid knowledge people hold about their own situations and in the interpretive abilities of the researcher. We also argue the benefits of introducing respondents to concepts and understandings drawn from academic work that are most pressingly relevant to their own circumstances in order to check for any resonances of interpretations that are being made about them.

Our turn toward participatory knowledge, then, is contextualized within a Bakhtinian understanding of truth and meaning as dialogically constructed, attending to "a 'multiplicity of consciousnesses'; the contextual specificity of social interactions; and the often exclusionary methods by which one voice gains closure over others; as well as, crucially, dialogue and resistance to such closure" CIMINI, , p.

FINE advocates navigating the in-between space that "both separates and merges personal identities with our inventions of "Others" p.