Suspending Damage: A Letter to Communities

Item

Title: Suspending Damage: A Letter to Communities
Abstract/Description: In this open letter, Eve Tuck calls on communities, researchers, and educators to reconsider the long-term impact of “damage-centered” research—research that intends to document peoples' pain and brokenness to hold those in power accountable for their oppression. This kind of research operates with a flawed theory of change: it is often used to leverage reparations or resources for marginalized communities yet simultaneously reinforces and reinscribes a one-dimensional notion of these people as depleted, ruined, and hopeless. Tuck urges communities to institute a moratorium on damage-centered research to reformulate the ways research is framed and conducted and to reimagine how findings might be used by, for, and with communities. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Author/creator: Tuck, Eve
Date: 2009
In publication: Harvard Educational Review
Volume: 79
Issue: 3
Pages: 409-427
Resource type: en Background/Context
Medium: en Print
Background/context type: en Conceptual
Keywords: Communities; Experimentation; Interpersonal Control; Marginalization; Prejudice
Open access/free-text available: en No
Peer reviewed: en Yes
ISSN: 1943-5045
DOI: 10.17763/haer.79.3.n0016675661t3n15
URL: Official Journal Webpage (Harvard Education Review)
Citation: Tuck, E. (2009). Suspending Damage: A Letter to Communities. Harvard Educational Review, 79(3), 409–427. https://doi.org/10.17763/haer.79.3.n0016675661t3n15
Cited in: Solidarity-Driven Codesign: Evolving Methodologies for Expanding Engagement with Familial & Community Expertise
Resource status/form: en Published Text
Scholarship genre: en Commentary/Editorial

Item sets: Handbook Chapter 16 Citations

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