Suchergebnisse

Loss and desire: bearing witness in white working class suburban New Jersey -- Family his/her-stories -- Tracing the biography of our research questions -- Commitments of critical research -- Circling back -- Exiles within -- Wild tongues and critical bifocals at the radical margins -- Critical bifocality: situating lives in historical and structural analysis -- Exiled from school : re-framing dropouts -- Exiled from home : when Muslim-American youth learned they didn't belong -- Critical bifocality as theory-method -- Civics lessons -- The color and class of educational betrayal and desire / with April Burns, Maria Elena Torre, and Yasser A. Payne -- Learning from those who endure: the dynamics of focus groups -- Cumulative inequity: schooling toward alienation -- Hearing problems: a violation of procedural justice -- College going, perhaps -- Civics lessons -- "Wicked problems", "Flying monkeys" and prec(ar)ious lives : a matter of time? / with A. Cory Greene and Sonia Sanchez -- Curating testimony -- The cumulative weight of growing up in precarity -- Building schools for educational, racial and labor justice -- Just methods : historic and contemporary laboratories of critical knowledge production -- The veins of critical participatory action research -- The public science project -- Echoes of brown : documenting the unfulfilled promise of educational integration -- Do you believe in Geneva? Critical par with the global human rights campaign -- Critical PAR : kneading, translating, and braiding across and within -- "Speaking words of wisdom": -- Metabolizing oppression into radical wit and activism / with Maria Elena Torre, David Frost, and Allison Cabana -- Coloniality of being -- Queer youth under siege: what's your issue? -- "Willful subjects": no research on us without us -- Conclusion : critical participatory research and democracy : igniting the slow fuse of the research imagination -- Whose science? Whose evidence? -- Critical participatory research: a provisional response-ability toward human freedom and democratic inquiry

In this intensely powerful and personal new text, Michelle Fine widens the methodological imagination for students, educators, scholars, and researchers interested in crafting research with communities. Fine shares her struggles over the course of 30 years to translate research into policy and practice that can enhance the human condition and create a more just world. Animated by the presence of W.E.B. DuBois, Gloria Anzaldúa, Maxine Greene, and Audre Lorde, the book examines a wide array of critical participatory action research (PAR) projects involving school pushouts, Muslim American youth, queer youth of color, women in prison, and children navigating under-resourced schools. Throughout, Fine assists readers as they consider sensitive decisions about epistemology, ethics, politics, and methods; critical approaches to analysis and interpretation; and participatory strategies for policy development and organizing. Just Research in Contentious Times is an invaluable guide for creating successful participatory action research projects in times of inequity and uncertainty. -- Provided by publisher.

In this short reflection I draw lessons from the essays about the ethics and epistemologies of designing community based research and interventions with a critical global sensibility. I present these as glocal provocations that call for situating communities in history and political economy; appreciating the multiplicities, intersectionalities and tensions within communities, and designing work with deep participation by a range of community based colleagues to reflect a democratic commitment to the "right to research" by those most marginalized by social arrangements and even by the checkered history of community based research.

Writing in the spirit of feminist psychologists who have historically refused to narrow the gaze of our craft, I want to cast a critical eye on popular calls for 'evidence-based practice' and more specifically research epistemologies funded to produce such evidence. Surrounded by sprawling debris reflecting the gendered, raced, classed and sexualized collateral damage of economic and political crisis, I find it most peculiar that psychologists have eagerly answered calls for 'evidence' – without a pause for asking: Why now? Whose evidence counts? What kinds of evidence are being privileged? What are we not seeing? As psychologists seek to produce 'evidence' of program effectiveness in contexts of huge inequality gaps in which state supports are being cut, funding streams, publication mandates, Impact Factors and high tier journals actively encourage researchers to narrow our focus on a discrete set of standardized indicators, drawn from random assignment of 'subjects' to 'conditions,' thereby whiting out the non-random cumulative landscape of injustice, resilience and resistance.

Situated in a national epidemic of school closings, Michelle Fine's introductory essay explores the common threads linking these policy-induced circuits of dispossession across New York City, Cleveland, Detroit, and Ohio; spanning kindergarten through 12th grade and higher education; affecting the democratic and academic lives of students, parents, and educators. Fine recognizes that in each setting, "crisis" has been declared by forces outside the institution; a school has been closed and privatized -- more selective admissions standards or more politically conservative governance prevails. Fine opens this special section by praising the articles as a textual museum of struggles, documenting at once the relentless moves of neo-liberalism and the dedicated commitments of communities fighting back. Adapted from the source document.

Michelle Fine examines how facilities' problems, exposure to high levels of under-credentialed teachers, substantial teacher turnover, and inadequate books and materials produce adverse psychological and academic effects on children and adolescents attending schools with these characteristics. Using multiple methods of data collection across a diverse sample of elementary, middle school, high school, and college youth, Fine uses the voices of students to expose the adverse consequences of substandard schooling. She reveals that schools are not neutral institutions through which students pass without being affected. Indeed, the conditions in the schools that are the subject of Williams v. California have psychological, academic, and ultimately economic consequences that substantially worsen already existing social inequities. Despite the fact that poor and working class youth are asking for clean and safe school environments, quality educators, and rigorous instruction, the evidence suggests that the more years they spend in their schools, the more shame, anger, and mistrust they develop, and the more their engagement declines. Fine concludes that these schools are educating low-income youth and youth of color away from academic mastery and democracy and toward academic ignorance and civic alienation.

Cover -- Half Title -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- Acknowledgments -- Introduction -- 1 The Radical Restructuring of the State and the Dissolution of the American Economy -- 2 Restructuring the Teaching Workforce: Attack Rhetoric and Disinvestment as Effective Education Reform in an Era of Economic Decline -- 3 Charter Schooling and the Deregulation and Capitalization of Public Education Assets -- 4 Dispossession Stories -- 5 High-Stakes Testing and the Racialized Science of Dispossession -- 6 Circuits of Dispossession and Accumulation in a Nation of Swelling Inequality Gaps -- 7 Contesting Public Education: Austerity and the Intensifying Fight for a Collective Future -- References -- Index -- About the Authors.