Michelle Fine

Two of the foremost educational researchers chronicle their 3 -year collaboration across tumultuous shifts in educational studies, bearing witness to cumulative inequities in schools and urban communities. Weis and Fine examine critical research designs with young people from elite, working class, and impoverished class fractions, as well as across racial and ethnic groups, including those experiencing structural dispossession and those enjoying privilege. Curated to be useful to today's students and future generations of scholars, the volume chronicles the sustained impacts of unjust state systems and dives into vibrant fissures in which the imagination flourishes and possibilities grow. Chapters explore rich linkages of theory and methods knotty questions of collaboration, partnership, and ethics and designs that trace social relations over time and space. A newly developed introduction and conclusion bookend six previously published chapters, many coauthored with a range of colleagues, animating research studies with a broad range of young people and young adults navigating the uneven landscapes of education in urban America. Book Features: Details linked to research methodologies, including multi-site longitudinal ethnography and longitudinal ethnographic interviews, as well as participatory action research that the authors, among others, have advanced in critical educational studies.Provides examples of educational research that interrogate inequities and document radical possibilities by race, class, gender, immigration status, and sexuality.Examines projects that have been designed alongside and by vibrant research teams from across schools, prisons, youth movements, and public and private educational P– plus settings. Interrogates how the authors evolved innovative research methods and ethics attentive to "studying up," mapping, national youth-led surveys, participatory inquiry behind bars, and with middle school students.Offers educational designs that address inequities in STEM education and outcomes and the impact of state violence on young people as well as methods for understanding structural arrangements, youth identities, and on-the-ground research for justice.

Two of the foremost educational researchers chronicle their 3 -year collaboration across tumultuous shifts in educational studies, bearing witness to cumulative inequities in schools and urban communities. Weis and Fine examine critical research designs with young people from elite, working class, and impoverished class fractions, as well as across racial and ethnic groups, including those experiencing structural dispossession and those enjoying privilege. Curated to be useful to today's students and future generations of scholars, the volume chronicles the sustained impacts of unjust state systems and dives into vibrant fissures in which the imagination flourishes and possibilities grow. Chapters explore rich linkages of theory and methods knotty questions of collaboration, partnership, and ethics and designs that trace social relations over time and space. A newly developed introduction and conclusion bookend six previously published chapters, many coauthored with a range of colleagues, animating research studies with a broad range of young people and young adults navigating the uneven landscapes of education in urban America. Book Features: Details linked to research methodologies, including multi-site longitudinal ethnography and longitudinal ethnographic interviews, as well as participatory action research that the authors, among others, have advanced in critical educational studies.Provides examples of educational research that interrogate inequities and document radical possibilities by race, class, gender, immigration status, and sexuality.Examines projects that have been designed alongside and by vibrant research teams from across schools, prisons, youth movements, and public and private educational P– plus settings. Interrogates how the authors evolved innovative research methods and ethics attentive to "studying up," mapping, national youth-led surveys, participatory inquiry behind bars, and with middle school students.Offers educational designs that address inequities in STEM education and outcomes and the impact of state violence on young people as well as methods for understanding structural arrangements, youth identities, and on-the-ground research for justice.

The brief, practical texts in the Essentials of Qualitative Methods series introduce social science and psychology researchers to key approaches to qualitative methods, offering exciting opportunities to gather in-depth qualitative data and to develop rich and useful findings. In this book, Michelle Fine and Maria Elena Torre provide an introduction to critical participatory action research, an approach that reveals the everyday stories of struggle and survival of the persons being studied, combats social injustice, and leverages social science research for action. Critical participatory action research challenges the narrow ways in which research has traditionally been conducted, and elevates the voices and perspectives of formerly marginalized groups.About the Essentials of Qualitative Methods book series: Even for experienced researchers, selecting and correctly applying the right method can be challenging. In this groundbreaking series, leading experts in qualitative methods provide clear, crisp, and comprehensive descriptions of their approach, including its methodological integrity, and its benefits and limitations. Each book includes numerous examples to enable readers to quickly and thoroughly grasp how to leverage these valuable methods.

In this intensely powerful and personal new text, Michelle Fine widens the methodological imagination for students, educators, scholars, and researchers interested in crafting research with communities. Fine shares her struggles over the course of 30 years to translate research into policy and practice that can enhance the human condition and create a more just world. In lively conversations with W.E.B. DuBois, Gloria Anzaldúa, Maxine Greene, and Audre Lorde, the book examines a wide array of critical participatory action research (PAR) projects involving school push-outs, Muslim American youth, queer youth of color, women in prison, and children navigating under-resourced schools. Throughout, Fine assists readers as they consider sensitive decisions about epistemology, ethics, politics, and methods; critical approaches to analysis and interpretation; and participatory strategies for policy development and organizing. Just Research is an invaluable guide for creating successful participatory action research projects in times of inequity and uncertainty.

In this intensely powerful and personal new text, Michelle Fine widens the methodological imagination for students, educators, scholars, and researchers interested in crafting research with communities. Fine shares her struggles over the course of 30 years to translate research into policy and practice that can enhance the human condition and create a more just world. In lively conversations with W.E.B. DuBois, Gloria Anzaldúa, Maxine Greene, and Audre Lorde, the book examines a wide array of critical participatory action research (PAR) projects involving school push-outs, Muslim American youth, queer youth of color, women in prison, and children navigating under-resourced schools. Throughout, Fine assists readers as they consider sensitive decisions about epistemology, ethics, politics, and methods; critical approaches to analysis and interpretation; and participatory strategies for policy development and organizing. Just Research is an invaluable guide for creating successful participatory action research projects in times of inequity and uncertainty.

The authors persuasively argue that the present cascade of reforms to public education is a consequence of a larger intention to shrink government. The startling result is that more of public education's assets and resources are moving to the private sector and to the prison industrial complex. Drawing on various forms of evidence-structural, economic, narrative, and youth-generated participatory research-the authors reveal new structures and circuits of dispossession and privilege that amount to a clear failure of present policy. Policymaking is at war with the interests of the vast majority of citizens, and especially with urban youth of color. In the final chapter the authors explore democratic principles and offer examples essential to mobilizing, in solidarity with educators, youth, communities, labor, and allied social movements, the kind of power necessary to contest the present direction of public education reform.

The authors persuasively argue that the present cascade of reforms to public education is a consequence of a larger intention to shrink government. The startling result is that more of public education's assets and resources are moving to the private sector and to the prison industrial complex. Drawing on various forms of evidence-structural, economic, narrative, and youth-generated participatory research-the authors reveal new structures and circuits of dispossession and privilege that amount to a clear failure of present policy. Policymaking is at war with the interests of the vast majority of citizens, and especially with urban youth of color. In the final chapter the authors explore democratic principles and offer examples essential to mobilizing, in solidarity with educators, youth, communities, labor, and allied social movements, the kind of power necessary to contest the present direction of public education reform.

Illegal. Undocumented. Remedial. DREAMers. All of these labels have been applied to immigrant youth. Using a combination of engaging narrative and rigorous analysis, this book explores how immigrant youth are included in, and excluded from, various sectors of American society, including education. Instead of the land of opportunity, immigrant youth often encounter myriad new borders long after their physical journey to the United States is over. With an intimate storytelling style, the author invites readers to rethink assumptions about immigrant youth and what their often liminal positions reveal about the politics of inclusion in America.Book Features:Engaging case studies that capture the lived experiences of immigrant youth, from secondary school and beyond.A cohesive analysis of how immigration law, education, and health intertwine to shape possible life pathways. Descriptions of educational practices that both support and disempower newcomer immigrant students. Recommendations for interrupting day-to-day practices that privilege some and disadvantage others.

Illegal. Undocumented. Remedial. DREAMers. All of these labels have been applied to immigrant youth. Using a combination of engaging narrative and rigorous analysis, this book explores how immigrant youth are included in, and excluded from, various sectors of American society, including education. Instead of the land of opportunity, immigrant youth often encounter myriad new borders long after their physical journey to the United States is over. With an intimate storytelling style, the author invites readers to rethink assumptions about immigrant youth and what their often liminal positions reveal about the politics of inclusion in America.Book Features:Engaging case studies that capture the lived experiences of immigrant youth, from secondary school and beyond.A cohesive analysis of how immigration law, education, and health intertwine to shape possible life pathways. Descriptions of educational practices that both support and disempower newcomer immigrant students. Recommendations for interrupting day-to-day practices that privilege some and disadvantage others.

This book will reset the discourse on charter schooling by systematically exploring the gap between the promise and the performance of charter schools. The authors do not defend the public school system, which for decades has failed primarily poor children of color. Instead, they use empirical evidence to determine whether charter schooling offers an authentic alternative for these children. In concise chapters, they address a series of important questions related to the recent ascent of charter schools and the radical restructuring of public education. This essential introduction includes a detailed history of the charter movement, an analysis of the politics and economics driving the movement, documentation of actual student outcomes, and alternative images of transforming public education to serve all children.Book Features:An overview of the key issues surrounding the charter school movement.A reframing of the recent discourse on public school reformA comprehensive comparison examining the promises of charter schooling against the empirical evidence.An examination of how charter schools impact communities of color and larger public school systems in poor urban areas.An exploration of the relationships among the rapid ascendance of charter reform, economic decline, and fiscal austerity.

This original account is based on the author’s experiences with incarcerated girls participating in Girl Time, a programme created by a theatre company that conducts playwriting and performance workshops in youth detention centres. In addition to examining the lives of these and other formerly incarcerated girls, Girl Time shares the stories of educators who dare to teach children who have been “thrown away” by their schools and society. The girls, primarily African American teens, write their own plays, learn ensemble-building techniques, explore societal themes, and engage in self analysis as they prepare for a final performance. The book describes some of the girls and their experiences in the programme, examines the implications of the school-to-prison pipeline, and offers ways for young girls to avoid incarceration. Readers will learn how the lived experiences of incarcerated girls can inform their teaching in public school classrooms and the teaching of literacy as a civil and human right.

Since the terrorist attacks of September 11, 2001, and the subsequent "war on terror," growing up Muslim in the U.S. has become a far more challenging task for young people. They must contend with popular cultural representations of Muslim-men-as-terrorists and Muslim-women-as-oppressed, the suspicious gaze of peers, teachers, and strangers, and police, and the fierce embodiment of fears in their homes. With great attention to quantitative and qualitative detail, the authors provide heartbreaking and funny stories of discrimination and resistance, delivering hard to ignore statistical evidence of moral exclusion for young people whose lives have been situated on the intimate fault lines of global conflict, and who carry international crises in their backpacks and in their souls. The volume offers a critical conceptual framework to aid in understanding Muslim American identity formation processes, a framework which can also be applied to other groups of marginalized and immigrant youth. In addition, through their innovative data analytic methods that creatively mix youth drawings, intensive individual interviews, focused group discussions, and culturally sensitive survey items, the authors provide an antidote to "qualitative vs. quantitative" arguments that have unnecessarily captured much time and energy in psychology and other behavioral sciences. Muslim American Youth provides a much-needed road map for those seeking to understand how Muslim youth and other groups of immigrant youth negotiate their identities as Americans.

Since the terrorist attacks of September 11, 2001, and the subsequent "war on terror," growing up Muslim in the U.S. has become a far more challenging task for young people. They must contend with popular cultural representations of Muslim-men-as-terrorists and Muslim-women-as-oppressed, the suspicious gaze of peers, teachers, and strangers, and police, and the fierce embodiment of fears in their homes. With great attention to quantitative and qualitative detail, the authors provide heartbreaking and funny stories of discrimination and resistance, delivering hard to ignore statistical evidence of moral exclusion for young people whose lives have been situated on the intimate fault lines of global conflict, and who carry international crises in their backpacks and in their souls. The volume offers a critical conceptual framework to aid in understanding Muslim American identity formation processes, a framework which can also be applied to other groups of marginalized and immigrant youth. In addition, through their innovative data analytic methods that creatively mix youth drawings, intensive individual interviews, focused group discussions, and culturally sensitive survey items, the authors provide an antidote to "qualitative vs. quantitative" arguments that have unnecessarily captured much time and energy in psychology and other behavioral sciences. Muslim American Youth provides a much-needed road map for those seeking to understand how Muslim youth and other groups of immigrant youth negotiate their identities as Americans.

With a fascinating new introduction on the proliferation and development of the field of whiteness studies and updated essays throughout, this much-anticipated second ddition continues to redefine our understanding of race and society. Also inlcludes three maps.

Working Method focuses on the theory, method, and politics of contemporary social research. As ethnographic and qualitative research become more popular, noted scholars Weis and Fine provide a roadmap for understanding the complexities involved in doing this research.

Working Method focuses on the theory, method, and politics of contemporary social research. As ethnographic and qualitative research become more popular, noted scholars Weis and Fine provide a roadmap for understanding the complexities involved in doing this research.

With a fascinating new introduction on the proliferation and development of the field of whiteness studies and updated essays throughout, this much-anticipated second ddition continues to redefine our understanding of race and society. Also inlcludes three maps.

This volume is a collection of classic essays - as urgently needed now as when they first appeared - on social class, race, gender, and schooling crafted over the course of two decades. The authors invite all of us to take a serious look at the paradox of public education - the ways in which urban schools reproduce social inequalities while, at the same time, serve as sites for learning at its most transformative and compelling. A must-read for all those educators who believe that ""we can no longer afford to cede this space to policymakers who know little of the life of a classroom, the curiosity of a child, and the moral imperatives of teaching for critical citizenship.

A guide to the process of qualitative research. Two ethnographers explore what it means to conduct a piece of qualitative work. They offer information regarding developing interview questions, conducting interviews and observations, coding and analyzing data, and writing up results.