Radical imagination and “otherwise possibilities” in qualitative research

References

• Cahnmann-Taylor, M., & Siegesmund, R. (2017). Arts-based research in education: Inquiry and pedagogy across diverse contexts. New York, NY: Routledge.
   Google Scholar
• Campbell Galman, S. (2017). The good, the bad, and the data. New York, NY: Routledge.
   Google Scholar
• Crawley, A. T. (2016). Black Pentecostal breath: The aesthetics of possibility. New York, NY: Fordham University Press.
   Google Scholar
• Dewhurst, M. (2014). Social justice art: A framework for activist art pedagogy. Boston, MA: Harvard Education Press.
   Google Scholar
• Dillard, C. B. (2012). Learning to (re)member the things we’ve learned to forget: Endarkened feminisms, spirituality, and the sacred nature of research and teaching. New York, NY: Peter Lang.
   Google Scholar
• Fine, M., Roberts, R. A., & Torre, M. E. (2014). Echoes of Brown: Youth documenting and performing the legacy of Brown v. Board of Education. New York, NY: Teachers College Press.
   Google Scholar
• Gallagher, K. (2008). The methdological dilemma. New York, NY: Routledge.
   Google Scholar
• Green, K. (2011). Youth Voices: Youth radio, literacy, and civic engagement (Unpublished dissertation). Emory University, Atlanta, GA.
   Google Scholar
• Green, K. L. (2014). Doing Double Dutch methodology: Playing with the practice of participant observer. In D. Paris & M. Winn, Humanizing research (pp. 147–160). London: SAGE Publications
   Google Scholar
• Greene, M. (1995). Releasing the imagination: Essays on education, the arts, and social change. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Gaunt, K. D. (2006). The games black girls play: Learning the ropes from double-Dutch to hip-hop. New York, NY: NYU Press.
   Google Scholar
• Goessling, K. P. (2017). Resisting and reinforcing neoliberalism: Youth activist organizations and youth participation in the contemporary Canadian context. Mind, Culture, and Activity, 24(3), 199–216. doi:10.1080/10749039.2017.1313278
   Web of Science ®Google Scholar
• Jocson, K. M. (2018). Youth media matters: Participatory cultures and literacies in education. Minnesota, MN: University of Minnesota Press.
   Google Scholar
• Kelley, R. D. G. (1997). Yo’ mama’s disfunktional! fighting the culture wars in urban America. Boston, MA: Beacon Press.
   Google Scholar
• Kelley, R. D. G. (2002). Freedom dreams: The black radical imagination. Boston, MA: Beacon Press.
   Google Scholar
• Kinloch, V., & San Pedro, T. (2014). The space between listening and story-ing: Foundations for Projects in Humanization (PiH). In D. Paris & M. T. Winn (Eds.), Communities. Thousand Oaks, CA: Sage Publication.
   Google Scholar
• Leavy, P. (2017). Handbook of arts-based research. New York: The Guilford Press.
   Google Scholar
• Paris, D. (2011). ‘A friend who understand fully’: notes on humanizing research in a multiethnic youth community. International Journal of Qualitative Studies in Education, 24(2), 137–149. doi:10.1080/09518398.2010.495091
   Google Scholar
• Paris, D., & Winn, M. T. (2014). Humanizing research: Decolonizing qualitative inquiry with youth and communities. Los Angeles, CA: SAGE.
   Google Scholar
• Patel, L. (2016). Decolonizing educational research. From ownership to answerability. New York, NY: Routledge.
   Google Scholar
• San Pedro, T., Carlos, E., & Mburu, J. (2017). Critical listening and storying: Fostering respect for differences and action within and beyond a Native American literature classroom. Urban Education, 52(5), 667–693.
   Web of Science ®Google Scholar
• Sousanis, N. (2015). Unflattening. Boston, MA: Harvard University Press.
   Google Scholar
• Tuck, E. (2009). Suspending damage: A letter to communities. Harvard Educational Review, 79(3), 409–428. doi:10.17763/haer.79.3.n0016675661t3n15
   Web of Science ®Google Scholar
• Tuck, E., & Yang K. W. (2014). ‘R-words: Refusing research’. In D. Paris and M. T. Winn (Eds.) Humanizing research: Decolonizing Qualitative Inquiry with youth and Communities. Thousand Oakes, CA: Sage Publications.
   Google Scholar
• Winn, M. T. (2010). ‘Betwixt and between’: Literacy, liminality, and the celling of black girls. Race Ethnicity and Education, 13(4), 425–447.
   Web of Science ®Google Scholar