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International Review of Qualitative Research

Learning Black Language Matters
Humanizing Research as Culturally Sustaining Pedagogy
April Baker-Bell, Django Paris, Davena Jackson
International Review of Qualitative Research, Vol. 10 No. 4, Winter 2017; (pp. 360-377) DOI: 10.1525/irqr.2017.10.4.360
April Baker-Bell
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Django Paris
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Davena Jackson
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Abstract

How can and must critical qualitative inquiry be part of ongoing struggles for cultural and educational justice with the communities of our work? We explore this question by reflecting on our collaborative research on culturally sustaining pedagogy centered in the study of Black Language (BL). Building on the core humanizing research notion of dialogic consciousness-raising between researchers and participants, we describe the ways the three of us came to deepened knowledge about the role of BL in our lives and in the lives of the high school students we worked with through a humanizing research as culturally sustaining pedagogy framework. In this framework, the ability to participate in BL, research-based knowledge about BL, and critical collaborative research on BL joined reciprocal inquiry with teaching and learning to center the value of our Black language and Black lives within a schooling and research enterprise that often devalues both.

Keywords:
  • culturally sustaining pedagogy
  • Black language
  • humanizing research
  • Black education
  • #BlackLivesMatter
  • © 2017 International Institute for Qualitative Research, University of Illinois, Urbana-Champaign

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Vol. 10 No. 4, Winter 2017

International Review of Qualitative Research: 10 (4)
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Learning Black Language Matters
Humanizing Research as Culturally Sustaining Pedagogy
April Baker-Bell, Django Paris, Davena Jackson
International Review of Qualitative Research, Vol. 10 No. 4, Winter 2017; (pp. 360-377) DOI: 10.1525/irqr.2017.10.4.360
April Baker-Bell
  • Find this author on Google Scholar
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  • View author's works on this site
Django Paris
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Davena Jackson
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Learning Black Language Matters
Humanizing Research as Culturally Sustaining Pedagogy
April Baker-Bell, Django Paris, Davena Jackson
International Review of Qualitative Research, Vol. 10 No. 4, Winter 2017; (pp. 360-377) DOI: 10.1525/irqr.2017.10.4.360
April Baker-Bell
  • Find this author on Google Scholar
  • Search for this author on this site
  • View author's works on this site
Django Paris
  • Find this author on Google Scholar
  • Search for this author on this site
  • View author's works on this site
Davena Jackson
  • Find this author on Google Scholar
  • Search for this author on this site
  • View author's works on this site
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