Arshad I. Ali is Assistant Professor of Educational Research in the Graduate School of Education and Human Development at The George Washington University.

Teresa L. McCarty is the George F. Kneller Chair in Education and Anthropology in the Graduate School of Education and Information Studies, and Faculty in American Indian Studies at the University of California, Los Angeles.

Dedication; Foreword; Preface and Acknowledgements; PART I: Designing Critical Youth Research; 1 Centering Critical Youth Research Methodologies of Praxis and Care; 2 Resisting Racism and Neoliberalism in Critical Language Research and Activism with Racialized Youth; 3 Participatory, Multimodal Ethnography with Youth; PART II: Engaging and Honoring Communities; 4 Community Engagement and Meaningful Trust as Bedrocks of Well-Crafted Research; 5 Indigenous Community, Youth, and Educational Research in the Andean World; 6 Teaching Transformative Research for Indigenous Youth and Communities; PART III: Gathering and Analyzing Data; 7 Accounting for the Intersectional Complexity of Disability and Race in Critical Youth Studies/Youth Participatory Action Research Data Collection Methods; 8 The Interview as Pedagogical Encounter: Nurturing Knowledge and Relationships with Youth; 9 Finding the "Connective Tissue" in Critical Youth Research: Storywork as Data Analysis; Part IV: Reporting and (Re)presentation; 10 Reporting Data to Recognize the Complexity and Multiplicity of Youth Lives; 11 Reading Over Our Shoulders: Writing About Arab Youth, Families, and Communities in the Post9/11 U.S.; Part V: (Re)connecting the Circle-Caring, Not Closing; 12 Vulnerability in the Act of Research: Methodological Praxis and Strategies of Self-Care; 13 Refusing Closure Through Critical Care; 14 Enacting Relationships of Kinship and Care in Educational and Research Settings

Critical studies of youth play an increasingly important role in educational research. This volume adds to that ongoing conversation by addressing the methodological lessons learned from key scholars in the field. With a focus on "the doing" of critical youth studies in ways that center praxis and relational care in work with youth and their communities, the volume showcases scholars discussing their research and reflecting on the practical strategies they have used to operationalize their conceptions of knowledge in youth-centered research projects. Each chapter addresses the research features, challenges, tensions, and debates of the project; engagement with communities; and relationality, reciprocity, and responsibility to participants. The focus throughout is on qualitative approaches that are humanizing, anti-colonial, and transformative.