From Ethics to Refusal: Protecting Migrant and Refugee Students from the Researcher's Gaze
Keywords:humanizing methodology, testimonio, migrant and refugee youth, politics of protection, research ethics
This piece makes a methodological contribution to refugee studies in the context of the “ethical turn” in the field by arguing for a spectre orientation to the student voice that resituates participant knowledge as diffused rather than explicit. This orientation, as a methodological stance, goes beyond reflexivity and practices a refusal to engage in damage-centred research. Drawing from a broad theoretical and conceptual literature within the contexts of forced migration, this short essay expands the current literature focusing on procedural ethics by offering a more humanizing methodology for conducting research with migrant and refugee youth during the COVID-19 pandemic.
Anzaldúa, G. (1987). Borderlands/La frontera: The new Mestiza. Aunt Lute Books.
Anzaldúa, G. & Keating, A. (2015). Light in the dark/Luz en lo oscuro: Rewriting identity, spirituality, reality. Duke University Press. DOI: https://doi.org/10.1215/9780822375036
Behar, R. (1996). The vulnerable observer: Anthropology that breaks your heart. Beacon Press.
Delgado-Bernal, D., Burciaga, R., & Flores Carmona, J. (2012). Chicana/Latina testimonios: Mapping the methodological, pedagogical, and political. Equity & Excellence in Education, 45(3), 363–375. https://doi.org/10.1080/10665684.2012.698149 DOI: https://doi.org/10.1080/10665684.2012.698149
Dillard, C. B. (2012). Learning to (re)member the things we’ve learned to forget: Endarkened feminisms, spirituality, & the sacred nature of (re)search & teaching. Peter Lang.
Latina Feminist Group. (2001). Telling to live: Latina feminist testimonios. Duke University Press. DOI: https://doi.org/10.1215/9780822383284
Paris, D., & Winn, M. T. (2014). Humanizing research: Decolonizing qualitative inquiry with youth and communities. Sage Publications, Inc. DOI: https://doi.org/10.4135/9781544329611
Simpson, A. (2007). On ethnographic refusal: Indigeneity, “voice” and colonial citizenship. Junctures: The Journal for Thematic Dialogue, 9, 67–80. https://junctures.org/index.php/junctures/article/view/66
Tuck, E. (2009). Suspending damage: A letter to communities. Harvard Educational Review, 79(3), 409–428. https://doi.org/10.17763/haer.79.3.n0016675661t3n15 DOI: https://doi.org/10.17763/haer.79.3.n0016675661t3n15
Tuck, E., & Yang, K. W. (2014). Unbecoming claims: Pedagogies of refusal in qualitative research. Qualitative Inquiry, 20(6), 811-818. https://doi.org/10.1177/1077800414530265 DOI: https://doi.org/10.1177/1077800414530265
How to Cite
Copyright (c) 2022 Vianney A. Gavilanes
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Refuge authors retain the copyright over their work, and license it to the general public under the Creative Commons Attribution-Non Commercial License International (CC BY-NC 4.0). This license allows for non-commercial use, reproduction and adaption of the material in any medium or format, with proper attribution. For general information on Creative Commons licences, visit the Creative Commons site. For the CC BY-NC 4.0 license, review the human readable summary.