Beyond the Body Count

Field Notes as First Responder Witness Accounts

in Girlhood Studies
Author:
Patricia Krueger-Henney University of Massachusetts Boston patricia.krueger@umb.edu

Search for other papers by Patricia Krueger-Henney in
Current site
Google Scholar
PubMed Close
https://orcid.org/0000-0001-7891-5428
DOI:
https://doi.org/10.3167/ghs.2019.120305
Keywords:
carcerality; critical ethnography; research methods; school-prison nexus; settler epistemologies; social science research; spatialization of racism
Restricted access
USD  $22.00
Click here to view the full Terms and Conditions

All currencies in US Dollar

PayPal Logo

Abstract

I position critical ethnographic researcher field notes as an opportunity to document the physical and ideological violence that white settler states and institutions on the school-prison nexus inflict on the lives of girls of color generally and Black girls specifically. By drawing on my own field notes, I argue that critical social science researchers have an ethical duty to move their inquiries beyond conventions of settler colonial empirical science when they are wanting to create knowledges that transcend traditions of body counts and classification systems of human lives. As first responders to the social emergencies in girls’ lives, researchers can make palpable spatialization of institutionalized forms of settler epistemologies to convey more girl-centered ways of speaking against quantifiable hierarchies of human life.

Contributor Notes

Patricia Krueger-Henney's (ORCID: 0000-0001-7891-5428) research follows mixed-method designs to examine educational policies in urban school systems. Moreover, through participatory action research, she documents how young people perceive and experience social injustices produced and reproduced by current purposes of education. She has authored journal articles, book chapters, and conference papers outlining how youth-centered visual narratives situate purposes of education as embodied and spatialized knowledges. Prior to joining the University of Massachusetts Boston, Krueger-Henney was a faculty member of various teacher education programs and also directed many afterschool youth leadership programs for New York City public high school students. Email: Patricia.Krueger@umb.edu

  • Collapse
  • Expand

Girlhood Studies

An Interdisciplinary Journal

Cover Girlhood Studies
Article Category:
Research Article
Page Count:
14
Keywords:
carcerality; critical ethnography; research methods; school-prison nexus; settler epistemologies; social science research; spatialization of racism
Print Publication Date:
01 Dec 2019
Online Publication Date:
01 Dec 2019
Copyright:
© Berghahn Books 2019

  • Annamma, Subini A. 2017. The Pedagogy of Pathologization: Dis/Abled Girls of Color in the School-Prison Nexus. New York: Routledge.

  • Ayala, Jennifer, Julio Cammarota, Margarita I. Berta-Avila, Melissa Rivera, Louie F. Rodriguez, and Maria Elena Torre. 2018. PAR EntreMundos: A Pedagogy of the Americas. New York: Peter Lang.

    • Search Google Scholar
    • Export Citation

  • Bejarno, Carolina Alonso, Lucia Lopez Juarez, Mirian A. Mijangos Garcia, and Daniel M. Goldstein. 2019. Decolonizing Ethnography: Undocumented Immigrants and New Directions in Social Science. Durham, NC: Duke University Press.

    • Search Google Scholar
    • Export Citation

  • Bhattarcharya, Kakali. 2017. Fundamentals of Qualitative Research: A Practical Guide. New York: Routledge.

  • Brown, Ruth N., Rozana Carducci, and Candace R. Kuby. 2014. Disrupting Qualitative Inquiry: Possibilities and Tensions in Educational Research. New York: Peter Lang.

    • Search Google Scholar
    • Export Citation

  • Chilisa, Bagele. 2011. Indigenous Research Methodologies. Thousand Oaks, CA: Sage.

  • Crenshaw, Kimberlé, Andrea J. Ritchie, Rachel Anspach, Rachel Gilmer, and Luke Harris. 2015. Say Her Name: Resisting Police Brutality Against Black Women. African American Policy Forum, Center for Intersectionality and Social Policy Studies, Columbia Law School.

    • Search Google Scholar
    • Export Citation

  • de Finney, Sandrina. 2017. “Indigenous Girls’ Resilience in Settler States: Honouring Body and Land Sovereignty.” Agenda 31 (2):10–21.

    • Search Google Scholar
    • Export Citation

  • Gilmore, Ruth Wilson. 2007. Golden Gulag: Prisons, Surplus, Crisis, and Opposition in Globalizing California. Oakland: University of California Press.

    • Search Google Scholar
    • Export Citation

  • Khoja-Moolji, Shenila. 2018. Forging the Ideal Educated Girl: The Production of Desirable Subjects in Muslim South Asia. Oakland: University of California Press.

    • Search Google Scholar
    • Export Citation

  • Krueger, Patricia. 2010. “‘It's Not Just a Method!’ The Epistemic and Political Work of Young People's Lifeworlds at the School-Prison Nexus.” Race, Ethnicity, and Education 13 (3): 383–408.

    • Search Google Scholar
    • Export Citation

  • Krueger-Henney, Patricia. 2013. “Co-Researching School Spaces of Dispossession: A Story of Survival.” Association of Mexican American Educators (AMAE) 7 (3): 42–53.

    • Search Google Scholar
    • Export Citation

  • Krueger-Henney, Patricia. 2016a. “Trapped Inside a Poisoned Maze: Mapping Young People's Geographies of Disposability in Neoliberal Times of School Disinvestment.” In Critically Researching Youth, ed. Awad Ibrahim and Shirley Steinberg, 49–69. New York: Peter Lang.

    • Search Google Scholar
    • Export Citation

  • Krueger-Henney, Patricia. 2016b. “What Are We Listening For? (Participatory Action) Research and Embodied Social Listening to the Permanence of Anti-Black Racism in Education.” International Journal of Critical Pedagogy 7 (3): 49–66.

    • Search Google Scholar
    • Export Citation

  • Krueger-Henney, Patricia. 2017. “A Letter to Educators about Teaching toward Caribbean Decoloniality.” Transformations 27 (1): 87–94.

    • Search Google Scholar
    • Export Citation

  • Krueger-Henney, Patricia. 2019. “Through Space into the Flesh: Mapping Inscriptions of Anti-Black Racist and Ableist Schooling on Young People's Bodies.” Curriculum Inquiry 49 (4): 426–441.

    • Search Google Scholar
    • Export Citation

  • Meiners, Erica R. 2016. For the Children? Protecting Innocence in a Carceral State. Minneapolis: University of Minnesota Press.

  • Mertens, Donna M., Fiona Cram, and Bagele Chilisa. 2013. Indigenous Pathways into Indigenous Research: Voices of a New Generation. New York: Routledge.

    • Search Google Scholar
    • Export Citation

  • Morris, Monique W. 2016. Pushout: The Criminalization of Black Girls in Schools. New York: The New Press.

  • Restrepo, Eduardo, and Arturo Escobar. 2005. “Other Anthropologies and Anthropology Otherwise: Steps to a World Anthropologies Framework.” Critique of Anthropology 25 (2): 99–129.

    • Search Google Scholar
    • Export Citation

  • Tuck, Eve, and K. Wayne Yang. 2012. “Decolonization Is Not a Metaphor.” Decolonization: Indigeneity, Education, & Society 1 (1): 1–40.

    • Search Google Scholar
    • Export Citation

  • Wynter, Sylvia. 2003. “Unsettling the Coloniality of Being/Power/Truth/Freedom: Towards the Human, After Man, its Overrepresentation—An Argument.” CR: The New Centennial Review 3 (3): 257–337.

    • Search Google Scholar
    • Export Citation

Metrics

All Time Past Year Past 30 Days
Abstract Views 2385 839 60
Full Text Views 82 6 0
PDF Downloads 122 7 0