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Tracy mentioned the term "gatekeeper" as the person in power to allow you access to the interview or stories. This gatekeeper is beyond the front desk person or the names we normally see on website. It's usually the boss/managers on the backend or other people in power. It makes me think of who are the gatekeepers for my research. I think it goes down to the owner of the private tutoring centers. One of the main challenge I'll most likely face is obtaining any source of information directly from them without feeling like I am being too nosey.

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This methodology reminds of looking at the community you're studying with wealth rather than viewing the community as lacking. One of the thing that Tuck raised my concern is that minorities community tend to think they'll benefit more if they agree to research that shows what they're lacking. However, with many researches in this lens can provide a distorted image of the overall community.

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This chapter reminded me to be conscious of who is being left out and why. We must remain ethical when it comes to research therefore creating that trust relationship with participants is crucial.

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Tuhiwai-Smith highlights how the history of the Māori people was placed under a microscope in the same way that scientists place insects illustrating the dehumanizing lens of colonizing research. This perspective reminds us that those who “look” also claim power over what they see and define what is being “seen” from their own lens and perspectives. -Karina Guerrero

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"The idea that collectors were actually rescuing artefacts from decay and destruction, and from Indigenous peoples themselves, legitimated practices which also included commercial trade and plain and simple theft." (Tuhiwai-Smith, 2021, p. 70) I found this quote to align well to the beliefs of colonization and the ways indigenous people were treated and viewed. The idea that artefacts that were essential to these indigenous people were taken to be preserved, but given a different identity speaks to the issue at hand.

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I like that Tracy did a really good job of breaking down how to find or go about finding research permission. I found that the personal stories and examples provided context to the realities of research and how difficult it can be to gain access to these areas. I did however wonder when it comes to language and sharing our intentions with the research how we should word it in a way that frames the context of the research without placing an outcome we are looking for that could sway the person granting permission to deny access.

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"But it is crucial to recognize that our communities hold the power to begin shifting the discourse away from damage and toward desire and complexity. We can insist that research in our communities, whether participatory or not, does not fetishize damage but, rather, celebrates our survivance (Brayboy, 2008; Grande, 2004; Vizenor & Lee, 1999). More importantly, damage can no longer be the only way, or even the main way, that we talk about ourselves." (Tuck, 2009, p. 422)

I really liked this quote when thinking about the ways we as a community hold the power to begin shifting from damage and towards desire. While I love the way Tuck framed the discourse on shifting from damage to desire, I believe that there is still a deep grip on focusing on damage based research. As an educator we think of things from the asset-based when referring to students and what they possess, however, the conversation always comes back to what they do not possess due to inequalities.

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Colonialism was not just about collection. It was also about re-arrangement, re-presentation, and re-distribution” p. 71

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a framework that highlights the complexity, hope, wisdom, and self-determination of communities. Desire-based approaches do not deny oppression but insist on capturing resilience.

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·      I love the topic of ego. Ego is such a huge part of human existence.

o   In a sense we might want to negotiate our ego.

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Reading this article reminded me of this concept I learned during my therapy journey: Kintsugi a Japanese art form aka "golden repair" that transforms broken objects into something more beautiful, resilient, and valuable than it was before. Especifically in the reading when researchers are focusing on black children choosing the white dolls or black women speaking about their bodies/image, rather than looking at their "damage" there needs to be a more nuanced and complex understanding that honors their identity in a complex world/environment in which systemic forces are at play rather than reducing them to brokenness. I love that Kintsugi makes the cracks part of the objects history and makes it even more beautiful, how can we as researchers similarly embrace the struggles and challenges of the participants as part of their growth and resilience rather than expect pefection and reduce them to "damaged" goods. -Karina Guerrero

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For me, liminality feels like the perfect word to capture where I am … not just in my doctoral journey but in my positionality as a researcher. Additionally, Victor Turner’s framing of being “betwixt and between” resonates deeply, as I feel that in my classroom, at CGU, and in my community, I am always negotiating how I am seen. I am continuously reflecting who I am and that is -a Latina, teacher, researcher, mother, first-gen scholar. The world’s perception of me can work for me and against me at the same time, which is what I am finding out through reading through Tracy’s work. -Karina Guerrero