Article Summary ‘A friend who understand fully’: Notes on humanizing research in a multiethnic youth community" By Paris, Djingo
This article uses humanizing theory. This can be seen in several quotations such as on the following pages:
"And I remain connected to many of their lives, attending their high school graduations now two years after the study, writing letters of recommendation for jobs or college, texting about relationships or fights or college admission, checking-in when crisis or transition happens: for humanizing research does not end when the study does. But I continually question whether it was worth it for them, whether those months of humanization between us influenced their lives in important enough ways" (Paris, 2011, p. 146-147)
"For now, I must reckon with how I can continue to humanize the cultural communities of my work as I myself was humanized by the young people in those communities" (Paris, 2011, p. 147)
"We can be friends with our participants. We can, in small ways, come to understand. We can inspire them as they inspire us. We can humanize through the act of research" (Paris, 2011, p. 147)
Knowledge is understood by students by sharing same activities. By doing activities together, teachers can understand the uniqueness of each student better. This is how students gain new understanding. Paris (2011, p. 146) mentioned "...for both Ela and I the confluence of basketball and language and our identities created a public space in school for her to share her linguistic knowledge".
Teaching & Learning:
Teaching and learning activities are carried out in a unique and more comprehensive manner. Paris shared her experience of regularly emailing with one of the students. That way students feel comfortable with the teacher so that trust is formed in the teacher.
"The month of getting to know each other and developing early trust" (Paris, 2011, p. 141)
"...he understood that I was not out to evaluate him but, rather, was interested in learning from and with him" (Paris, 2011, p. 141)
"When I was sitting in the back of classrooms jotting down fieldnotes, I was primarily an observer, whereas when I was playing basketball at the community or school gym I was primarily a participant. In each of these circumstances, I was gathering understanding, but my role as a member of the activities shifted throughout my research. Yet, humanization between researchers and participants is not achieved through taking fieldnotes in the back of classrooms (however necessary such jotting may be)" (Paris, 2011, p. 144)
Logic of Inquiry:
Study objective is
"I will attempt to provide a description of how my field methods allowed me in small ways to 'understand fully’ and, in even smaller ways, ‘to inspire’ the youth in my study, to humanize through research rather than colonize by research" (Paris, 2011, p. 140)
The number of participants is 8 students, namely Carla, Miles, Julio, Gloria, Rochelle, Rahul, Carlos, and Ela.
This research uses ethnographic method. Interviews were used to obtain data from each participant. Data retrieval is carried out in various activities, such as playing basketball or sending e-mails.
Paris, D. (2011). ‘A friend who understand fully’: Notes on humanizing research in a multiethnic youth community. International Journal of Qualitative Studies in Education, 24(2), 137-149.