From Ethics to Refusal: Protecting Migrant and Refugee Students from the Researcher's Gaze

Authors

DOI:

https://doi.org/10.25071/1920-7336.40893

Keywords:

humanizing methodology, testimonio, migrant and refugee youth, politics of protection, research ethics

Abstract

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.

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Author Biography

Vianney A. Gavilanes, University of California Berkeley

Vianney A. Gavilanes is a PhD candidate at the University of California Berkeley in the Graduate School of Education. She can be reached at gavilanesv@berkeley.edu.

References

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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

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Latina Feminist Group. (2001). Telling to live: Latina feminist testimonios. Duke University Press.

Paris, D., & Winn, M. T. (2014). Humanizing research: Decolonizing qualitative inquiry with youth and communities. Sage Publications, Inc.

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

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

Published

2022-04-29

How to Cite

Gavilanes, V. A. (2022). From Ethics to Refusal: Protecting Migrant and Refugee Students from the Researcher’s Gaze. Refuge: Canada’s Journal on Refugees, 38(1), 88–94. https://doi.org/10.25071/1920-7336.40893

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