Temporalities of [no] harm: navigating trauma through research with minoritized populations in higher education

Z. Nicolazzo, Katy Jaekel, Daniel Tillapaugh, David Pérez

Research output: Contribution to journalArticlepeer-review

Abstract

In this paper, four scholars with minoritized identities explore the impact of harm and/or trauma when engaging in research alongside minoritized student populations. Using collaborative autoethnography, the researchers engaged in a process of individual journaling and collaborative dialogue to understand the ways in which they prepared for, navigated, and processed aspects of harm and/or trauma through their research. In particular, affect theory was used as a theoretical framework for this study. Four main subcategories of the temporalities of harm emerged: (a) harm as temporal; (b) harm as affective; (c) harm as embodied; and (d) harm as shared. Implications for pedagogy, practice, and research are shared based upon the study’s findings.

Original languageEnglish (US)
Pages (from-to)19-36
Number of pages18
JournalInternational Journal of Qualitative Studies in Education
Volume34
Issue number1
DOIs
StatePublished - 2021

Keywords

  • harm
  • minoritized scholars
  • Qualitative inquiry

ASJC Scopus subject areas

  • Education

Fingerprint Dive into the research topics of 'Temporalities of [no] harm: navigating trauma through research with minoritized populations in higher education'. Together they form a unique fingerprint.

Cite this