Works Cited and Referenced
Baum, F., MacDougall, C., & Smith. D. (2006). Participatory action research. Journal of epidemiology and community health, 60(10), 854–857. 10.1136/jech.2004.028662
Campbell, R., Goodman-Williams, R., & Javorka, M. (2019). A trauma-informed approach to sexual violence research ethics and open science. Journal of interpersonal violence, 34(23-24), 4765-4793. https://doi.org/10.1177/0886260519871530
Carey, M., Lynn, K., Hatfield, K., & O’Neal, J. (2016). Teaching about climate change and indigenous peoples: decolonizing research and broadening knowledge. In S. Siperstein, S. Hall, & S. LeMenager (Eds.) Teaching climate change in the humanities. Routledge.
Cornwall, A. (2020). Mentoring underrepresented minority students. Inside Higher Ed.
Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A Black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. University of Chicago Legal Forum, 1989: 138-167.
DeCandia, C., & Guarino, K. (2015). Trauma-informed care: An ecological response. Journal of child and youth care work.
Doing digital projects in the open. (2018). UO Libraries Digital Scholarship Services.
Grande, S. (2018). Refusing the university. In E. Tuck & K. W. Yang (Eds), Toward what justice? Describing diverse dreams of justice in education (pp. 47-65). Routledge.
Hass, A. (2012). Race, rhetoric, and technology: A case study of decolonial technical communication theory, methodology, and pedagogy. Journal of business and technical communication, 26(3), 277-310. https://doi.org/10.1177%2F1050651912439539
Jacobson, D., & Mustafa, N. (2019). Social Identity Map: A Reflexivity Tool for Practicing Explicit Positionality in Critical Qualitative Research. International Journal of Qualitative Methods. https://doi.org/10.1177/1609406919870075
Lara, A-M. & Reyes-Santos, A. (2021). Caribbean women healers project. University of Oregon.
Mehta, A. (n.d.) Participatory Action Research. Professional website.
McPherson, T. (2012) Why are the digital humanities so white? Or thinking the histories of race and computation. In M. Gold (Ed), Debates in the Digital Humanities. (n.p.) University of Minnesota Press.
Morgensen, S. L. (2018). Destabilizing the settler academy: The decolonial effects of indigenous methodologies. American quarterly, 64(4),805-8. 10.1353/aq.2012.0050
Muhammad, M., Wallerstein, N., Sussman, A. L., Avila, M., Belone, L., & Duran, B. (2015). Reflections on Researcher Identity and Power: The Impact of Positionality on Community Based Participatory Research (CBPR) Processes and Outcomes. Critical Sociology, 41(7–8), 1045–1063. https://doi.org/10.1177/0896920513516025
Mukavetz, A. (2018). Course designs: Decolonial theory and methodology. Composition studies, 46(1), 124-40.
O’Neal, J. & Hatfield, K. (2015). Decolonizing research: engaging undergraduates in community-based inquiry with tribal partners. Perspectives on History. American History Association.
Participatory methods (n.d.). Institute of development studies. https://www.participatorymethods.org/
Pulido, L. (2018). “Geographies of race and ethnicity III: Settler colonialism and nonnative people of color.” Progress in human geography, 42(2), 309-18. https://doi.org/10.1177%2F0309132516686011
Raphael, C. (2019). Engaged scholarship for environmental justice: A guide.” Santa Clara University College of Arts and Science.
Research Action Design (n.d.). https://rad.cat/
Research university engaged scholarship toolkit (2019). Compass Compact.
Stephen, L., in collaboration with PCUN staff members. (2012). The story of PCUN. Center for Latino/a and Latin American Studies. University of Oregon.
Susskind, L. (n.d.) Participatory Action Research. Participatory Action Research at MIT. Department of Urban Studies and Planning.
Tuck, E., & Yang. K. W. (2018). Introduction. Toward what justice? Describing diverse dreams of justice in education (pp. 1-17). Routledge.
Weinberg, A., Trott C., and Sample Mcmeeking, L. (2017). Who produces knowledge? Transforming undergraduate students’ views of science through participatory action research. Science Education, 102: 1155-1175.
Whyte, K., Caldwell, C. & Schaefer, M. (2018). Indigenous lessons about sustainability are not just for “all humanity”. In J. Sze (Ed.), Sustainability: Approaches to environmental justice and social power (pp. 149-79). New York University Press.
Wijsman, K, & Feagan, M. (2019). Rethinking knowledge systems for urban resilience: Feminist and decolonial contributions to just transformations. Environmental science and policy 98, 70-6. https://doi.org/10.1016/j.envsci.2019.04.017
Williams, T, & McKenna, E. (2002). Negotiating subject positions in a service-learning context: Toward a feminist critique of experiential learning. In A. Macdonald & S. Sanchez-Casal (Eds.) Twenty-first-century feminist classrooms: Pedagogies of identity and difference (pp. 135-54). Palgrave Macmillan.
Wolfe, P. (2006). Settler colonialism and the elimination of the native. Journal of genocide research, 8(4), 387-409. https://doi.org/10.1080/14623520601056240