“I Have a Voice”: Reexamining Researcher Positionality and Humanizing Research With African Immigrant Girls

References

• Allen, K. M., Jackson, I., & Knight, M. G. (2012). Complicating culturally relevant pedagogy: Unpacking African immigrants’ cultural identities. International Journal of Multicultural Education, 14(2), 1–28.
   Google Scholar
• Avoseh, M. B. (2001). Learning to be active citizens: Lessons of traditional Africa for lifelong learning. International Journal of Lifelong Education , 20(6), 479–486. https://doi.org/10.1080/02601370110088454
   Google Scholar
• Avoseh, M. B. (2010). Informal community learning in traditional Africa. In Innovations in Lifelong Learning (pp. 46–60). Routledge.
   Google Scholar
• Chiseri-Strater, E. (1996). Turning in upon ourselves: Positionality, subjectivity, and reflexivity in case study and ethnograhic research. In P. Mortensen & G. E. Kirsch (Eds.), Ethics and representation in qualitative studies of literacy (pp. 115–133). NCTE.
   Google Scholar
• Charmaz, K. (2008). Constructionism and the grounded theory method. In J. A. Holstein & J. F. Gubrium (Eds.), Handbook of constructionist research (pp. 397–412). Guilford.
   Google Scholar
• Dei, G. J. S. (2000). Rethinking the role of indigenous knowledges in the academy. International Journal of Inclusive Education, 4(2), 111–132. https://doi.org/10.1080/136031100284849
   Google Scholar
• Diaz-Strong, D., Luna-Duarte, M., Gómez, C., & Meiners, E. R. (2014). Too close to the work/There is nothing right now. In D. Paris & M. Winn (Eds.), Humanizing research: Decolonizing inquiry with youth and communities (pp. 3–19). Sage.
   Google Scholar
• Freire, P. (1970). Pedagogy of the oppressed. Continuum.
   Google Scholar
• Freire, A. M. A., & Macedo, D. (1998). The Paulo Freire reader. Continuum.
   Google Scholar
• Hartlep, N. D. (2013). The model minority? Diverse Issues in Higher Education, 30(2), 14–15.
   Google Scholar
• Jones, S. (2006). Girls, social class, and literacy. Heinemann.
   Google Scholar
• Kirkland, D. (2012). Why I study culture, and why it matters: Humanizing ethnographies in social science research. In D. Paris & M. Winn (Eds.), Humanizing research (pp. 179–200). Sage.
   Google Scholar
• Knight, M. G., & Watson, V. W. (2014). Toward participatory communal citizenship rendering visible the civic teaching, learning, and actions of African immigrant youth and young adults. American Educational Research Journal, 51(3), 539–566. https://doi.org/10.3102/0002831213512517
   Web of Science ®Google Scholar
• Lather, P. (2009). Against empathy, voice and authenticity. In A. Y. Jackson & L. A. Mazzei (Eds.), Voice in qualitative inquiry: Challenging conventional, interpretive, and critical conceptions in qualitative research (pp. 17–26). Routledge.
   Google Scholar
• McDermott, R., Goldman, S., & Varenne, H. (2006). The cultural work of learning disabilities. Educational Researcher, 35(6), 12–17. https://doi.org/10.3102/0013189X035006012
   Google Scholar
• Morrell, E. (2008). Critical literacy and urban youth: Pedagogies of access, dissent, and liberation. Routledge.
   Google Scholar
• Nieto, S. (1999). The light in their eyes: Creating multicultural learning communities. Teachers College 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. https://doi.org/10.1080/09518398.2010.495091
   Google Scholar
• Paris, D., & Winn, M. T. (Eds.). (2013). Humanizing research: Decolonizing qualitative inquiry with youth and communities. Sage.
   Google Scholar
• Peshkin, A. (1988). In search of subjectivity—one’s own. Educational Researcher, 17(7), 17–21. https://doi.org/10.2307/1174381
   Google Scholar
• Pillow, W. (2003). Confession, catharsis, or cure? Rethinking the uses of reflexivity as methodological power in qualitative research. International Journal of Qualitative Studies in Education, 16(2), 175–196. https://doi.org/10.1080/0951839032000060635
   Google Scholar
• San Pedro, T., & Kinloch, V. (2017). Toward projects in humanization: Research on co-creating and sustaining dialogic relationships. American Educational Research Journal, 54(1_suppl), 373S–394S.
   Google Scholar
• Souto-Manning, M. (2013). Critical for whom? Theoretical and methodological dilemmas in critical approaches to language research. In D. Paris & M. Winn (Eds.), Humanizing research: Decolonizing qualitative inquiry with youth and communities (pp. 201–220). Sage.
   Google Scholar
• Winn, M. T., & Ubiles, J. R. (2011). Worthy witnessing: Collaborative research in urban classrooms. In A. Ball & C. Tyson (Eds.), Studying diversity in teacher education (pp. 295–308). Rowman and Littlefield.
   Google Scholar