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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
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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