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American Educational Research Association The Lives and Values of Researchers: Implications for Educating Citizens in a Multicultural Society Author(s): James A. Banks Source: Educational Researcher, Vol. 27, No. 7 (Oct., 1998), pp. 4-17 Published by: American Educational Research Association Stable URL: http://www.jstor.org/stable/1176055 Accessed: 14/12/2009 18:08 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/action/showPublisher?publisherCode=aera. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. American Educational Research Association is collaborating with JSTOR to digitize, preserve and extend access to Educational Researcher. http://www.jstor.org The Lives and Values of Researchers: Implicationsfor Educating Citizens in a MulticulturalSociety JAMESA. BANKS EducationalResearcher, Vol. 27, No. 7, pp. 4-17 Introductionto the Sociologyof Knowledgeby Karl Mannheim (1936/1985) and Thomas F. Kuhn's (1962/1970) The Struc- ture of Scientific Revolutions.I read John Hope Franklin's (1967) FromSlavery to Freedom:A Historyof NegroAmericans was an elementaryschool studentin the Arkansasdelta in an independent reading with the educational psycholo- in the 1950s. One of my most powerful memories is the gist Robert L. Green. There were no courses in African images of the happy and loyal slaves in my social stud- American history at Michigan State in the mid-1960s. ies textbooks. I also remember that there were three other My epistemological quest to find out why the slaves were Blacks in my textbooks: Booker T. Washington, the educa- represented as happy became a lifelong journey that contin- tor; George Washington Carver, the scientist; and Marian ues, and the closer I think I am to the answer, the more diffi- Anderson, the contralto. I had several persistent questions cult and complex both my question and the answers become. throughout my school days: Why were the slaves pictured The question-Why were the slaves represented as as happy? Were there other Blacks in history beside the two happy?-has taken different forms in various periods of my Washingtons and Anderson? Who created this image of life. Most recently, it has taken the form of a series of ques- slaves? Why? The image of the happy slaves was inconsis- tions: Why are African Americansdescribed as intellectually tent with everything I knew about the African American de- inferior in a book, published in 1994, that became a best- scendants of enslaved people in my segregated community. seller (Hermstein & Murray,1994)? Why are questions still "Wehad to drink water from fountains labeled "colored," being raised about the intelligence of African Americans as and we could not use the city's public library.But we were we enter a new century? Whose questions are these? Whom not happy about either of these legal requirements. In fact, do they benefit? Whose values and beliefs do they reflect? we resisted these laws in powerful but subtle ways each I have lived with these questions all of my professional day. As children, we savored the taste of "White water" life. I will describe my most recent thinking about them. I when the authorities were preoccupied with more serious now believethat the biographicaljourneys of researchersgreatly infractions against the racial caste system. influencetheir values, their research questions, and theknowledge they construct.The knowledge they construct mirrors their An Epistemological Journey life experiences and their values. The happy slaves in my Throughout my schooling, these questions remained co- school textbooks were invented by the Southern historian gent as I tried to reconcile the representations of African Ulrich B. Phillips (1918/1966). The images of enslaved peo- Americans in textbooks with the people I knew in my fam- ple he constructed reflected his belief in the inherent inferi- ily and community. I wanted to know why these images ority of African Americans and his socialization in Georgia were highly divergent. My undergraduate curriculum did near the turn of the century (Smith & Inscoe, 1993). not help answer my questions. I read one essay by a person The Values of Researchers of color during my four years in college: "Stranger in the Village" by James Baldwin (1953/1985). In this powerful Social scientists are human beings who have both minds essay, Baldwin describes how he was treated as the "Other" and hearts. However, their minds and the products of their in a Swiss village. He was hurt and disappointed-not minds have dominated research discourse in the United happy-about his treatment. States and throughout the Western world. The hearts of When I entered graduate school at Michigan State Uni- social scientists exercise a cogent influence on research versity in 1966, I studied with professors who understood my nagging questions about the institutionalized represen- tations of African Americans in American culture and facil- itated my quest for answers. The anthropologist Charles C. JAMESA. BANKSis a professorand directorof theCenter for Mul- Hughes taught me about the relationship between culture ticultural Education,University of Washington,Box 353600, and knowledge production. The sociologist James B. Seattle,WA 98195-3600. He specializesin socialstudies education McKee introduced me to the sociology of knowledge. and multiculturaleducation. This article was thepresidential ad- Under his tutelage, I read Ideology and Utopia: An dressat the 1998 AERAAnnual Meeting in San Diego,CA. 4 EDUCATIONAL RESEARCHER questions, findings, concepts, generalizations, and theories. Educational Research, Policy, and Practice I am "heart"as a for values, which are the using metaphor There are important reasons why we need to uncover and to beliefs, commitments, and generalized principles to which better understand the values that influence social science social scientists have attachments and commitments. strong and educational research. Historically, in the United States, The value dimensions of social science research was largely of the localized values and cultural of muted and silenced in the academic and within many perspectives community mainstream researcherswere considered neutral, the culture until the of the social sciences objective, popular neutrality and universal. Many of these value-laden was the women's perspectives, par- severely challenged by postmodern, adigms, and knowledge systems became institutionalized studies, and ethnic studies movements of the 1960s and within the mainstream popular culture, the schools, and the 1970s 1995;Ladner, 1973; Rosenau, (King, 1992). nation's colleges and universities, in part, because they re- Social science research has supported historically and inforced institutionalized beliefs and and were re- still educational that affect the life practices supports policies chances as universal, and neutral.A claim of "neu- and educational of students. The educational garded objective, opportunities trality" enables a researcher to support the status quo policies supported by mainstream social science and edu- without that cational researchers have often harmed low-income stu- publicly acknowledging support (Hubbard, cited in Burt& Code, The claim also enables dents and students of color. as I will document in this 1995). neutrality Yet, the researcherto avoid what Code calls re- the values of social (1987) "epistemic article, scientists are complex within a to the studied diverse such as the United States. Social science and sponsibility" community. society Institutionalized theories, and con- educational research in the United States, over time and concepts, paradigms sidered neutral often privilege mainstream students and often within the same era, have both reinforced inequality disadvantage low-income students, students of color, and and supported liberation and human betterment. female students. These knowledge systems and paradigms Aims of Article are often used to justify the educational neglect of desper- ate and needy students, to privilege groups who are ad- First, I will describe it is to uncover the val- why necessary vantaged, and to legitimize and justify discriminatory edu- ues that underlie social science research and argue that ob- cational and should be an aim of social science re- policies practices. jectivity important A litany of mainstream paradigms and perspectives that search even though it has a significant value dimension. harm and the of low-income I justify disempowerment Next, will present a typology of crosscultural researchers. and of color could be cited. I will I groups groups However, will then describe
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