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
In publication
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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