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. Book Features: Reviews the theoretical and historical foundations of critical participatory research. Addresses why, how, with whom, and for whom research is designed. Offers case studies of critical PAR projects with youth of color, Muslim American youth, indigenous and refugee activists, and LGBTQ youth of color. Integrates critical race, feminist, postcolonial, and queer studies.

This book describes a method in which researchers commit to research WITH, not ON, members of marginalized communities in order to challenge and transform conditions of social injustice.

Designed to foster "inquiry-mindedness," this book prepares graduate students to develop a conceptual framework and conduct inquiry projects that are linked to ongoing conversations in a field. The authors examine different ways of knowing and show how to identify a research question; build arguments and support them with evidence; make informed design decisions; engage in reflective, ethical practices; and produce a written proposal or report. Each chapter opens with a set of critical questions, followed by a dialogue among five fictional graduate students exploring questions and concerns about their own inquiry projects; these issues are revisited throughout the chapter. Other useful features include end-of-chapter learning activities for individual or group use. Useful pedagogical features include:*Framing questions for exploration and reflection.*Chapter-opening dialogues that bring in perspectives from multiple disciplines.*Example boxes with detailed cases and questions for the reader.*End-of-chapter activities and experiential exercises that guide readers to develop their own inquiry projects.*Suggestions for further reading.

This book examines the development of the language of social movements, revolutions, and terrorism from the seventeenth century to the present and looks at the impact of events such as 9/11 and innovations such as the Internet and social media on social mobilization.

This book examines anti-corporate activism in the United States, providing a nuanced understanding of the changing focal points of challenges to corporations.

Doing Development Research is a comprehensive introduction to research in development studies, that provides thorough training for anyone carrying out research in developing countries. It brings together experts with extensive experience of overseas research, presenting an interdisciplinary guide to the core methodologies. Informed by years of research experience, Doing Development Research draws together many strands of action research and participatory methods, demonstrating their diverse applications and showing how they interrelate. The text provides: · an account of the theoretical approaches that underlie development work · an explanation of the practical issues involved in planning development research · a systematic overview of information and data collecting methods in three sub-sections: · methods of social research and associated forms of analysis · using existing knowledge and records · disseminating findings/research Using clear and uncomplicated language – illustrated with appropriate learning features throughout - the text guides the researcher through the choice of appropriate methods, the implementation of the research, and the communication of the findings to a range of audiences. This is the essential A-Z of development research.

Learn how to enact justice-oriented pedagogy and foster students’ critical engagement in today’s history classroom. Over the past 2 decades, various scholars have rightfully argued that we need to teach students to “think like a historian” or “think like a democratic citizen.” In this book, the authors advocate for cultivating activist thinking in the history classroom. Teachers can use Teaching History for Justice to show students how activism was used in the past to seek justice, how past social movements connect to the present, and how democratic tools can be used to change society. The first section examines the theoretical and research foundation for “thinking like an activist” and outlines three related pedagogical concepts: social inquiry, critical multiculturalism, and transformative democratic citizenship. The second section presents vignettes based on the authors’ studies of elementary, middle, and high school history teachers who engage in justice-oriented teaching practices. Book Features: Outlines key components of justice-oriented history pedagogy for the history and social studies K–12 classroom.Advocates for students to develop “thinking like an activist” in their approach to studying the past.Contains research-based vignettes of four imagined teachers, providing examples of what teaching history for justice can look like in practice.Includes descriptions of typical units of study in the discipline of history and how they can be reimagined to help students learn about movements and social change.