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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

Date

Volume

79

Issue

3

Pages

409-427

Resource type

Background/Context

Medium

Print

Background/context type

Conceptual

Open access/free-text available

No

ISSN

1943-5045

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

Resource status/form

Published Text

Scholarship genre

Commentary/Editorial

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