On this page, we excerpt a section from our introductory chapter that highlights the components of care-based research methodologies, which we have co-constructed together as an editorial team that gleans insights from our own research as well as the learning we did in reading and engaging with every chapter author.
Care is being there, showing up and bearing witness for youth’s meaningful moments, including their challenging ones. Caring means that we do not stand on the sidelines but are actively engaged with students, acknowledging and participating in moments of significance—and the everyday, simple moments— both related to and beyond the scope of research.
Care is expressing genuine interest for youth’s individuality and seeking to understand who they are. Caring means expressing to young people that they matter, that we want to understand them, and that their thoughts, lived experiences, and ways of being are valued and important. Through our words and actions we must also demonstrate that our care for young people is not just about what they can offer to our research.
Care is treating youth with dignity, respect, and kindness, and acknowledging our shared humanity. Working with youth requires researchers to actively acknowledge youth’s full range of emotions and their expertise about their own experiences, not dismiss or discredit them, and treat them with the same respect and dignity we would offer anyone else.
Care is being transparent with youth about our goals and intentions. As researchers, we must be forthright and clear with our participants about what research means to us, the intent of our project and what we expect to come from it, and when, how, and for how long we are engaging in the research process.
Care is questioning the conditions of schools that detract from youth’s well-being. When working in schools, we must consider the histories, the material conditions, and the cultural factors that mediate youth’s experiences and not only work to understand how our role in the complex cultural landscapes of schools impacts youth, but actively work to oppose oppressive conditions.
Care is honestly communicating and acting with an understanding of the limits of reciprocity between researchers and youth. We need to be honest with participants about the ways we can and cannot personally support them, what research can do and for whom, and acknowledge that research disproportionately benefits researchers.
Care is putting our youth participants before the research. We must put the well-being and needs of participants above the research, and avoid pitting projects against participants.
Care is attending to our own needs while doing work with youth. When we care, we leave ourselves open and vulnerable to being affected, so we must make time and space to be reflexive, reflective, and caring to ourselves and, when we work in research teams, to our colleagues and collaborators.