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The analysis highlights which elements of respectful research were included or overlooked, especially through an added emphasis on accountability informed by decolonizing research methodologies.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Respectful Research:  \nSeen and Unforeseen Factors Within Urban School Research  \nJulia Samaroo  \nYork University  \nNegin Dahya  \nYork University  \nShahnaaz Alidina  \nYork University  \nAbstract  \nThis paper discusses the significance of conducting respectful research within urban schools, using the example of one large-scale university–school board partnership in northwestern Toronto. The authors, three research assistants on the project, use their experiences within three of the participating schools to interrogate the research approach and methods involved and highlight the challenges of conducting respectful research. The paper outlines how aspects of respectful research were both included and overlooked  \nCanadian Journal of Education / Revue canadienne de l’éducation 36:3 (2013)©2013 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nwithin the research project. The authors’ critical reflection builds on the existing conception of respectful research with the added inclusion of accountability as a primary focus, derived from existing work in decolonizing research methodologies.  \nKeywords: accountability, deficit discourse, researcher positionality, respectful research, school–community relationships, urban schools.  \nPrécis  \nÀ l’aide de l’exemple d’un partenariat entre une université de grande envergure et un conseil scolaire du nord-ouest de Toronto, le présent document traite de l’importance de mener des recherches respectueuses dans les écoles urbaines. Les auteurs, trois assistants de recherche travaillant sur le projet, font appel à leurs expériences vécues dans trois des écoles participant au projet pour vérifier la démarche et les méthodes de la recherche et souligner les défis liés à la gestion d’une recherche respectueuse. La réflexion critique dans laquelle les auteurs s’engagent se construit sur la conception actuelle de la recherche respectueuse en ajoutant, de surcroît, la « responsabilisation » comme priorité dérivéedu travail existant de la décolonisation des méthodologies de recherche. Le document décrit comment certains aspects de la recherche respectueuse sont à la fois inclus et négligés au sein de ce projet de recherche.  \nCanadian Journal of Education / Revue canadienne de l’éducation 36:3 (2013) [www.cje-rce.ca](www.cje-rce.ca)  \nWhile widespread achievement gaps and high dropout rates among racialized groups of students are at the forefront of educational concerns in Ontario’s urban schools (School Community Safety Advisory Panel, 2008; Toronto District School Board [TDSB], 2010; Yau & O’Reilly, 2007), the underlying societal inequities reproduced within urban school settings need to be brought to the forefront as well. The term racialized is used by the TDSB (2010) to describe groups of people for whom “perceived common racial background, colour and/or ethnicity”(p. 3) within society results in their differential treatment. Racialization is an important term to discuss because it encompasses conducting respectful research among already racialized groups. The notion of research with racialized students and communities implies assumed shared experiences of oppression and imposes in itself a kind of deficit discourse on those very people who embody the definition; yet, without such a term, it is difficult to begin the discussion. It is also important to note that while the TDSB collects demographic data (e.g., race, ethnicity, income level) from parents and the census profiles, it is unknown whether the people who represent these “racialized groups” would describe themselves as racialized. As such, we recognize the difficulties in addressing contentious topics such as racialization in a way that adequately responds to the problem without also perpetuating negative assumptions about the communities we and this project have aimed to serve.  \nDespite an abundance of initiatives and progr","cbCaific2kmdJuUY","https://ap.wps.com/l/cbCaific2kmdJuUY","pdf",282713,"English","# Abstract\n# Précis\n## Accountability and decolonizing research methodologies\n## Racialization and deficit discourse\n## School–community relationships and systemic inequities\n## Researcher reflection and respectful research approaches","[{\"question\":\"What is the main focus of the paper on respectful research in urban schools?\",\"answer\":\"The paper focuses on the significance and practical challenges of conducting respectful research in urban school settings, using an example partnership in northwestern Toronto.\"},{\"question\":\"How do the authors use their experiences to evaluate the research process?\",\"answer\":\"They rely on their lived experiences as research assistants across three participating schools to interrogate the research approach, methods, and the gaps between intended and actual respectful research.\"},{\"question\":\"What additional emphasis does the paper introduce to the concept of respectful research?\",\"answer\":\"It adds accountability as a primary focus, drawing on work related to decolonizing research methodologies.\"}]","Exploring the Challenges of Conducting Respectful Research - Seen and Unforeseen Factors Within Urban School Research | PDF",1792081373]