Journal
HARVARD EDUCATIONAL REVIEW
Volume 79, Issue 3, Pages 409-427Publisher
HARVARD GRADUATE SCHOOL EDUCATION
DOI: 10.17763/haer.79.3.n0016675661t3n15
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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.
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