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1.
In this article, Eve Tuck and Sefanit Habtom first consider the consequences of the erasure of the importance of place in the field of urban education and then describe a new youth participatory action research project in Toronto called Making Sense of Movements (MSOM). MSOM is a youth participatory visual research project that engages Black and Indigenous youth in thinking about the influence of social movements such as Black Lives Matter and Idle No More in their relationships to Toronto as a place, and also in their postsecondary planning. 相似文献
2.
Stephen D. Ritchie Mary Jo Wabano Rita G. Corbiere Brenda M. Restoule Keith C. Russell Nancy L. Young 《Journal of Adventure Education & Outdoor Learning》2013,13(4):350-370
Indigenous voices are largely silent in the outdoor education and adventure therapy literature. The purpose of this research collaboration was to understand how a 10-day outdoor adventure leadership experience (OALE) may promote resilience and well-being for Indigenous youth through their participation in the program. The process was examined through a community-based participatory research project that sought insight from the perspectives of one First Nations community in Canada. The OALE was implemented with six different groups for a total of 43 youth participants (ages 11.9–18.7 years) from Wikwemikong Unceded Indian Reserve in northeastern Ontario. Field data were collected from multiple sources including participant interviews, journals, focus groups, and talking circles. Using a critical ethnographic lens, we analyzed the data inductively to understand how the OALE promoted resilience and well-being. We listened to Indigenous voices, adhered to principles of Indigenous coding for thematic content and respected Indigenous ways of knowing for interpreting results. The process of connecting to the Good Life (Anishinaabe Bimaadziwin) or waking up (nsidwaaswok) to the Good Life emerged as the dominant theme. Connecting to the Good Life may offer a simple yet compelling way to understand the net impact of the OALE. 相似文献
3.
Filiberto Barajas-López 《Equity & Excellence in Education》2018,51(1):7-20
In this article we expand on ideas of making and maker spaces to develop Indigenous making and sharing. We draw from an ArtScience participatory design project that involved Indigenous youth, families, community artists, and scientists in a summer Indigenous STEAM program designed to cultivate social and ecologically just nature-culture relations grounded in Indigenous ways of knowing, being, and making. In this article we focus specifically on clay making and the ways in which onto-epistemic heterogeneity can be engaged to create transformative maker spaces. We present findings from an analysis of the pedagogies of walking, observing and talking lands and waters to outline principles of Indigenous making and sharing in youth-based learning environments. 相似文献
4.
V. J. Kalungwizi S. M. Gjøtterud E. Krogh A. Mattee A. K. Ahmad 《Educational Action Research》2018,26(3):403-419
Engaging local actors in Environmental Education activities seems to be an important condition for environmental sustainability. Lack of common purpose among local and external researchers constrains the engagement. Following these insights, we implemented a participatory action research project related to tree planting as part of creating an Environmental Education programme at Ilonga Teacher Training College, surrounding primary schools and villages. The purpose of the initial phase of the project was to contextualize an action plan as a strategy to engage local actors in the change process from the beginning of the project. The research questions were: How can we engage local actors in participatory action research addressing resource constraints for EE; and what are the results of the participatory planning process? To answer these questions, we mapped environmental resources and challenges in the chosen area. Thereafter, we organized an empowerment process through Focus Group Discussions and a workshop discussing the challenges and opportunities available for successful implementation of the project. These discussions formed the foundation for creating a plan for implementing the EE project. In this paper, we present the results of the planning strategies, and discuss factors contributing to the success of the initial phase of the project. We found that stakeholders’ trust and sense of project coherence were key motivating factors for the development of a collaborative planning process and learning through initial actions. 相似文献
5.
This article advances the idea that rural youth and teachers are the key in leading community dialogue towards addressing gender-based violence (GBV) in their community through their film making. The youth voices on the realities of GBV in their school and community, in rural KwaZulu-Natal, South Africa, captured through the process of participatory video, are used to engage a group of their teachers in thinking about addressing GBV in the school and community. The teachers' engagement with the five participatory videos on GBV – through participatory analysis and participatory archiving – provided an opportunity to deepen their understanding of GBV by also interrogating their own stance and led them to direct the production of a composite video suitable for use in leading community dialogue on a future without violence. 相似文献
6.
In this article, the author reports findings from a youth participatory action research (YPAR) project, aimed to engage a group of Black girls from a low-income urban high school in a social justice project. The YPAR project conducted during the 2015 and 2016 academic year focused on a critical examination of the high school educational pathway to specialized fields, such as STEM careers. Findings from phase one of the project show Black girls know race and class affects their educational experiences. However, they know little about racial and gender disparities along STEM educational pathways. In fact, when given an opportunity to engage in a critical examination of school-based issues, these girls initially reified negative racial stereotypes to explain social and educational injustices. The findings reveal how school and culture intersect and affect urban Black girls’ school experiences, perception of educational and specialized career pathways, and their racial identity development.
相似文献7.
In this article, we tell the story of a changing urban landscape through the eyes of the youth we work with in an ongoing after-school program and community-based research project rooted in Photovoice methodology. In particular, we focus on the work that, over the 6 years of our time with youth, has “ended up on the cutting room floor” (Paris and Winn (eds) Humanizing research: decolonizing qualitative inquiry with youth and communities. SAGE Publications, Thousand Oaks, 2014, p. xix). This attention to the work that has fallen through the cracks is a move to engage the central tenets of Humanizing Research, but it’s also a call to think critically with and through the failures that emerge in work with youth. We attend specifically to an ongoing failure in our work as a way to think about the kinds of promises that are often made and broken in participatory action research. In doing so, we tease out the implications of our work with youth and the steps community-based researchers can take to navigate the challenges that can impede the goals of fostering meaningful change. 相似文献
8.
Gregory Lowan-Trudeau 《Educational Studies A Journal of the American Educational Studies Association》2017,53(6):601-613
This article presents insights from an inquiry into renewable energy development by Indigenous communities across Canada. The focus is on Indigenous leadership in developing renewable energy projects that align with traditional ecological philosophies while also providing increased economic and energy security, sovereignty, and educational opportunities. These projects build new STEM knowledges and practices across cultural divides. The article also discusses broader sociocritical concerns regarding renewable energy development, the associated challenges of renewable energy education, and Indigenous environmental education in the context of capitalist and nationalist agendas. 相似文献
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《Learning, Media and Technology》2013,38(2):198-216
Participatory mapping attempts to engage youth in the generation of personalized maps, as a way to both harness the value of individual knowledge about geographic space, and to concurrently empower the research participants by inviting them to take an active stake in the representation and explication of their spatial environment. Engagement in the mapping exercise facilitates a nuanced process of reflection – often unrealizable through purely textual methods – and can stimulate youth empowerment by seeding critical conversations around personal safety, mobility and technologies of spatial representation. Findings from a study that implemented participatory mapping in the context of an after-school program for urban high school students are used to demonstrate the potential of this research strategy as a participatory pedagogical intervention, and to extract methodological recommendations for its effective implementation in urban educational settings. 相似文献
11.
Hannah Weinronk Lucas Trout Kathryn Rowlett Idun Klakegg Shirley Zhen 《Educational Action Research》2018,26(3):439-455
In the summer of 2014, students from universities in the contiguous United States (Lower 48) and Inupiat youth from Alaska carried out a pilot project as participants/co-researchers in a process called Intergenerational Dialog, Exchange, and Action (IDEA). This action-oriented, community-based, and participatory research method was first developed in 2008, as a platform for structuring dialog between adults, Elders and youth within a community, and for extending resonant ideas emerging from these discussions through Photovoice and digital storytelling amongst youth participants. This pilot study was designed to investigate the feasibility and potential of university students from the Lower 48 and Indigenous youth from Alaska to carry out the IDEA process together as co-researchers. The results of the pilot suggest that it is both possible and meaningful for IDEA to be conducted by a team of youth co-researchers. We found that participation in IDEA expanded the perspectives of youth co-researchers from both Alaska and the Lower 48 in parallel, yet different ways. Exploring the strengths of older community members, being exposed to different ways of living and being, and having opportunities to reflect on and build narratives around these ideas, allowed all the co-researchers to develop a new understanding of their own communities and their roles and responsibilities within them. This paper shares youth co-researcher reflections of the process and the ways in which the process prompted these new perspectives about themselves, their respective communities and their roles within them. 相似文献
12.
Participation in educational and social research helps to develop understanding of how young people learn and to consider wider aspects of their lives to enable their voices to be heard and acted upon. Research also facilitates the articulation and sharing of methodologies across a range of professional practices. We assert that theory and practice in educational youth work offers a position of strength from which to undertake research. In making this assertion, we suggest cross‐disciplinarity between youth work and research practices in order to build research mindedness among youth workers who, through this nexus, are well‐placed to engage in practice based research. Drawing on discourses about young people, youth work and youth participation, we identify five elements of youth work practice that can be aligned with research processes: reflexivity; positionality and bias; insider cultural competence; rapport and trust; power relationships. The article examines how these elements are present in youth work and a range of research settings. We identify youth work methods and dispositions as enhancing research capacity which could also be useful in building participatory research methods in disciplinary areas beyond education. Yet, in making these connections, we also identify a range of factors that show this nexus as complex and contestable. Reflecting on the lessons learned from our experiences as youth work practitioners and academic researchers, we propose that finding nexus, which in this instance is between youth work and research paradigms, could inform educational research practices and contributes to developing a meaningful praxis. 相似文献
13.
This paper documents a robust achievement gap between the math scores of Indigenous and white youth in Canada between 1996 and 2008. Using data from the restricted-access National Longitudinal Survey of Children and Youth we show that after controlling for a rich set of observables, students who self-identify as Indigenous perform 0.31 standard deviations lower on a standardized math test compared to their white counterparts. We find that this test gap emerges by the age of 12, and it did not decline between 1996 and 2008, despite the recommendations of the 1996 Royal Commission on Aboriginal Peoples to ameliorate the public education system for Indigenous students. Counterfactual estimates from the decomposition method of Lemieux (2002) suggest that the test gap among the lowest performing students would have been eliminated if Indigenous students faced the same level of and returns to observable characteristics as white students. This exercise does not result in a narrowing of the test gap in the upper tail, suggesting that unobservables, rather than observables, are driving the majority of the test gap among high achieving students. 相似文献
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Indigenous cultural contexts for STEM experiences: snow snakes’ impact on students and the community
Opportunities for American Indian youth to meaningfully engage in school-based science, technology, engineering, and mathematics (STEM) experiences have historically been inadequate. As a consequence, American Indian students perform lower on standardized assessments of science education than their peers. In this article we describe the emergence of meaning for students—as well as their community—resulting from Indigenous culturally-based STEM curriculum that used an American Indian tradition as a focal context. Specifically, the game of snow snakes (Gooneginebig in Ojibwe) afforded an opportunity for STEM and culturally-based resources to work in unison. A case study research design was used with the bounded case represented by the community associated with the snow snake project. The research question guiding this study was: What forms of culturally relevant meaning do students and the community form as a result of the snow snake game? Results indicate evidence of increased student and community engagement through culturally-based STEM experiences in the form of active participation and the rejuvenation of a traditional game. Implications are discussed for using culturally-based contexts for STEM learning. 相似文献
16.
The United Nations Convention on the Rights of the Child anchors children's right to participate in decision-making. This right refers to decisions at the individual level as well as collective decisions taken by a group of children. Various studies have indicated that youth from disadvantaged backgrounds face high barriers to participation in collective decision-making and thus have fewer opportunities to enjoy the educational and developmental benefits of such participation. This study explored school principals' perceptions of at-risk youths' participation in collective decision-making in schools. Specifically, it analysed differences between the perceptions of principals who had established participatory frameworks and those who had not. The research design drew on interviews with 18 principals who manage high schools for at-risk youth in Israel. All interviewed principals acknowledged the potential cultural mismatch between the dominant models of pupil councils and the culture of at-risk youth. Principals who had established participatory frameworks viewed participation as a gradual process, trusting their pupils' capacity to attain higher levels of participation even if participatory activities did not come as ‘second nature’ to them. However, principals who did not institute such frameworks viewed their pupils' participation as an ‘all-or-nothing’ enterprise, inappropriate for at-risk youth. Fulfilling participation rights in schools for at-risk youth requires efforts to adapt the participatory capital to the pupils' background. The principals' perceptions of the participation process and of their pupils were intertwined with their willingness to engage in such adaptations and take the less-travelled road of participatory practices in schools for at-risk youth. 相似文献
17.
J. Célèste Kee 《Educational Studies A Journal of the American Educational Studies Association》2019,55(1):89-103
Using several case studies drawn from Freire’s cultural context and contemporary Canadian Indigenous resistance movements, this article questions whether a Freirean approach to critical literacy can work with Indigenous literacy needs without reproducing colonial power structures. It also seeks to examine current scholarship in the literacy education of Maritime Aboriginal people in Canada and to illustrate the need for critical pedagogies honoring multiple cultural literacies and ways of knowing among Indigenous youth. 相似文献
18.
Daniel Morales Morales Genia M. Bettencourt Keisha Green Chrystal A. George Mwangi 《The Educational forum》2017,81(4):404-417
AbstractThrough a yearlong, qualitative ethnographic study that incorporated a youth participatory action research project, this research identifies and documents the learning outcomes achieved when core principles of critical pedagogy are brought into practice with urban Latinx youths to develop critical awareness. Analysis reveals three themes around how critical awareness was raised: attention to current events, an ethic of care, and challenging traditional curricula. 相似文献
19.
AbstractIn this article, the author presents an Indigenous Epistolary Methodology (IEM) to reflect on what it means for Indigenous women to engage the notion of refusal in traditional writing methods and qualitative research. The author proposes that an IEM, nestled within her familial genealogies, Indigenous Knowledges and Chicana Feminist Epistemology can provide a more expressive account of her relations as a mothering Indigenous and Chicana Woman of Color in academia. 相似文献
20.
This article provides insights into how participating in an action research study challenged traditional beliefs about teaching practices and led to more active learning strategies being included in English for Specific Purposes (ESP) Science classes at a Vietnamese university. Recent reforms in higher education teaching and learning by the Vietnamese government have placed increased demands on universities to employ more active learning approaches to meet future global needs. In Vietnam, university teaching has generally been based upon traditional lecturing, whereas active learning requires a more student-centred approach whereby students engage cognitively in learning through increased participation and take greater responsibility for inquiring into new knowledge in meaningful and critical ways. Using a participatory action research approach, interviews, observations and planning meetings were undertaken with eight Science lecturers who were currently teaching ESP. The findings revealed how the lecturers underwent positive pedagogical shifts from traditional lecturing to more constructivist approaches to teaching and learning over the time of the study. 相似文献