Is this really about to be my last blogpost?!

     All in all, I thoroughly enjoyed reading Eve Tuck's Suspending Damage: A Letter to Communities. Not only was I granted the opportunity to learn a lot of concepts I hadn't yet crossed paths with but too, I was pushed to think critically in a way that I otherwise hadn't in quite a while. In since sitting in reflection— I remember starting the reading with an appreciation for how Tuck began the piece by setting the reader within the scene, so much so that it felt mental, physical, and as if she shared a bit of herself with the reader; I additionally noted much later in the reading appreciating Tuck's reluctance at even risking the perpetuation of the harm and hate that fills U.S history. She all along the way blasted me with these insightful bits of information and golden nuggets of knowledge that ultimately left me feeling as if she guided me on into having a great grasp on “damage-centered” research (409) versus desire-based research (416) versus denial (419) and so much more. I was particularly enlightened when Tuck delved into how researchers often double as yet another layer of surveillance (410) for disenfranchised communities; giving me much professional perspective into how I must proactively navigate the research that will drive my up-and-coming capstone with the utmost levels of care and empathy. On a more personal note, I was introspectively moved where Tuck touched upon the long-term repercussions of thinking of ourselves as broken (409); as well as later on page 421 where she explains, "Existing research on the GED positioned it as a depleted credential, ineffective in getting its recipients through college or fully employed. Yet, at the same time, studies reported ever-increasing numbers of youth across the United States and especially in New York City flocking to the GED rather than a high school diploma." The latter resonated in the context of how these clauses seem to continue to be the case within my own experiences supporting similarly aged youth, through the lens of the incredible research that the Collective of Researchers on Educational Disappointment and Desire (CREDD) had come up with, and later with the questions of how the research would look like in 2025 (instead of 2009) or in other cities outside of NYC (perhaps Providence). 

    Moreover, and similar to my last blogpost, some of the other questions the reading of Suspending Damage raised and that I randomly noted throughout were as follows: What is an International Polar Year and when is the next one (410)? What would be the outcome of conducting research within my own community, will any potential benefit outweigh any potential cost, and what questions should I ask myself beforehand (410)? How do I convey the very necessary respect and urgency at the same time as integrity and celebration when interviewing folks who experience extreme marginalization outside of the blips of identities that I may share with them (410)? What would/could/should a present-day apology from the United States to all of its victims look like (411)? Why do I feel as if I've never seen a citation like the following, (personal communication, April 2008) which was on page 415, and is it actually just the traditional norms/dominant culture/white supremacy that has been instilled into so many of my educational experiences that leads to me to question how it could be cited as a reference, or considered data? Could there be a connection made between page 415's Without the context of racism and colonization, all we’re left with is the damage, and this makes our stories vulnerable to pathologizing analyses (Kelley, 1997) AND the small bit of discussion held in class on 10/16 where Lesley was placing emphasis on gathering and incorporating context into our capstones (because I believe I may have made one lol)? Who in the world is Margaret Mead (416)? And who else thought Craig Gingrich-Philbrook's demonstration of advertisement[s] of power, explanation behind his decision to depict same sex [...] intimacy and desire, and juxtaposition from queer bruises and broken bones to queer kiss[es] and love to be a powerful way to deepen the understanding of damage-centered (or deficit-based) research?

    Anyhow and as always, I must first thank whoever took time out of their day to read any ounce of my ramblings and second share how grateful I am to have been able to subsequently follow this sort of work up with reading throughout (and interacting with) that of my peers' all semester so far. GO YDEV 560! <3