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EMBEDDING CHILD & YOUTH RESEARCH WITH AN ANTI-RACIST FRAME

Getting Started

These resources will help youth advocate researchers begin the process of dismantling systems of racism in their areas of youth study.  This list was curated in conjunction with the 2021 Kessler-Freedheim Lecture presented by Dr. Dexter Voisin and presented as an extension of guiding questions and reflection points developed to move us towards critical systemic changes.  We encourage researchers to identify the influence of historical power structures (Past), consider their own role within the research community (Present) and develop strategies to challenge and disrupt oppressive systems in their research (Future).  

Deepen your understanding of anti-racist research principles with these resources:  

  • Articles and books that show how to do this work in practice 
  • Toolkits for self-reflection 
  • Definitions of antiracist key words for use in work 
  • Sample articles using critical frameworks and system integrations  

This list is not exhaustive, but the resources will help you think critically about your work and the ways you can contribute to breaking down systems of oppression.

FRAMING QUESTIONS
KEY WORDS AND DEFINITIONS
PAST
Examples of Anti-Racist Youth Research
Book cover of "America the Beautiful and Violent" - has an image of a window with a bullet hole and cracked glass
  • Voisin, D.R. (2019).   Columbia University Press.
  • Morris, M. (2016).  New Press. (documentary film and book)
  • Kendi, I.X. (2016).  Hachette UK.
  • Connor, D.J., Ferri, B.A. & Annamma, S.S. (2016).  Teachers College Press.
  • - The Edvocate
  • Tate IV, W.F. (1997).  Review of research in education, 22(1), 195-247. 
Examples of Critical Frameworks that Challenge Historical Systemic Racism
  • Voith, L.A., Hamler, T., Francis, M.W., Lee, H. & Korsch-Williams, A. (2020).  U Social Work Research, 44(3), 169-181.
  • Powell, J.A. (2007).   NCL Rev., 86, 791.
  • Taylor, E., Gillborn, D., & Ladson-Billings, G. (2009).

Intersectional Approaches

Image of book cover of "And We Are Not Saved"
  • Annamma, S.A., Connor, D.J., & Ferri, B.A. (2016).  DisCrit: Disability studies and critical race theory in education, 1-8.
  • Bell, D. (1987).  New York: Basic Books.
  • Bell, D. (1992).  New York: Basic Books.
  • Brayboy, B.M. (2005).  The Urban Review, 37 (5), 42-446.
  • Delgado, R. (1992). , University of Pennsylvania Law Review, 132, 561-578.
  • Delgado, R. (1992). , University of Pennsylvania Law Review, 140, 1249-1372.
  • Delgado, R. & Stefancic, J. (2017). New York, New York University Press.
  • Delgado Bernal, D. (2001)., International Journal of Qualitiative Studies in Education, 14(5), 623-639.
  • Delgado, Bernal, D. (2002). , Qualitative Inquiry, 8(1), 105-126.
  • Ladson-Billings, G. (2000). In N.K. Denzin & Y.S. Lincoln (Eds.), Handbook of qualitative research (2nd ed.). Thousand Oaks, CA, Sage, 257-277.
  • Solozano, D. & Delgado Bernal, D. (2001) , Urban Education, 36, 308-342.
  • Watts, I.E. & Erevelles, N. (2004). .  American Educational Research Journal, 41 (2), 271-299.
PRESENT
Resources for Self-Reflection
Image of "So You Want to Talk about Race" book cover - bright blue color with stylized lettering
  • Evans-Winters, V.E. & Hines, D.E. (2020). . Whiteness and Education, 5(1), 1-16.
  • Flynn, J.E. (2015). Multicultural Perspectives, 17(3), 115-124.
  • Helms, J.E. (1994).   In E. J. Trickett, R.J. Watts & D. Birman (Eds.), The Jossey-Bass Social and Behavioral Science Series. Human diversity: Perspectives on people in context (p.285-211). Jossey-Bass/Wiley.
  • Oluo, I. (2019). . Hachette UK.
  • Coates, T. (2015).  Spiegel and Grau.
  • Vaught, S.E. & Castagno, A.E. (2008). .  Race, Ethnicity, and Education, 11, 95-113.
  • Yoon, I.H. (2012). Race, Ethnicity, and Education, 15, 587-613.
  • - Implicit Association Tests
  • Mahzarin Banahi, M. & Greenwald, A. (2013). . Delacorte Press.
Poisitionality Statement
  • Milner IV, H.R. (2007).   Educational researcher, 36(7), 388-400.
Ethics of Representation
  • Thomas, V.G. (2009). In D.M. Mertens & P.E. Ginsberg (Eds.), The Handbook of Social Research Ethics, (pp. 54-68). Sage.
FUTURE
Data Framing Resources for Researchers
Book cover of "What if all the kids are white?" - includes matrix of photographs of young white children and the book title
  • Gilbourn, D. Warmington, P. & Demack, S. (2017).  Race, Ethnicity and Education.
  • Helms, J.E., Jernigan, M., & Mascher, J.  American Psychologist, Vol. 60(1), Jan 2005, 27-36.
  • Zuberi, T. & Bonilla Silva, E. (2008). Rowman and Littlefield.
Examples of Research Articles with policy, research, and practice implications
  • Voisin, D.R. (2007). Journal of Social Work Education, 43(1), 51-66.
  • Derman-Sparks, L. & Ramsey, P.G. (2011).  Teachers College Press.
  • Society for Research in Child Development.
  •   The National Child Traumatic Stress Network - Educator's Guide.
  • Tatum, B.D. (1994). Teachers College Record.
  • Annamma, S., Morrison, D. & Jackson, D. (2014). Berkeley Review of Education, 5(1).