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This research study explores a teacher pipeline program intent on developing critical educators among minoritized high school students aspiring to become teachers. Critical educators typically employ critical perspectives, foreground the notion of cariño, and possess agentive qualities to create transformative learning experiences for students of color, especially in under-resourced communities. This teacher pipeline program leverages youth participatory action research (YPAR) as a pedagogy for minoritized high school students to engage in original research studying critical educators in their schools. Findings illustrate that through YPAR, young people surface key perspectives aligned with those of critical educators: the role of institutionalized racism in exacerbating the opportunity gap and the centrality of building relationships in classrooms. In the discussion, the author elaborates on how YPAR advances the pedagogy in teacher pipeline programs, promotes critical perspectives amongst secondary students, and positions these emergent teachers to envision critical educators as making a substantive difference in the lives of marginalized students. The author concludes with implications for educational leaders in P-20 settings to consider in the promotion of a critical educators of color pipeline.
相似文献2.
“We're Trying to Take Action”: Transformative Agency,Role Re-mediation,and the Complexities of Youth Participatory Action Research 总被引：1，自引：1，他引：0
Melanie Bertrand E. Sybil Durand Taucia Gonzalez 《Equity & Excellence in Education》2017,50(2):142-154
This article seeks to illuminate the complexity of youth participatory action research (YPAR) through the use of two concepts: (1) transformative agency, a collective initiative to address conflicts and contradictions in activity systems, and (2) role re-mediation, the disruption of power relations. We demonstrate that these concepts, in comparison to the concept of civic participation, allow for an expanded consideration of the cross-contextual processes that are involved in collective mobilization to enact justice. To explore this area, we examine an afterschool YPAR program involving the adult authors and youth of color with intersectional identities—including emergent bilinguals and youth perceived as struggling academically. We illustrate three avenues of transformative agency and role re-mediation within the YPAR program: (1) engagement with critical fiction and non-fiction texts that expose power relations; (2) interactions between individuals within and beyond the YPAR space; and (3) production and dissemination of knowledge. Through this exploration, we illustrate how the lenses of transformative agency and role re-mediation can provide new understandings of change-oriented action in YPAR. 相似文献
3.
Chezare A. Warren Joanne E. Marciano 《International journal of qualitative studies in education》2018,31(8):684-707
AbstractCC Vision – an urban education reform effort launched to strengthen the cradle-to-career education pipeline in Central City – provides the impetus for our use of youth participatory action research (YPAR) to gather and activate student voice in the fight for education justice. Student voice can significantly enhance the quality of policy designed to expand access to education opportunity for poor and/or youth of color attending urban schools. Fifteen youth from seven different high schools in the Central City metropolitan area spent 18 weeks participating in the Central City Youth Co-Researcher Project as co-researchers. We aim to demonstrate the tensions of facilitating YPAR projects with diverse youth, and the benefits of YPAR as a student voice initiative intended to bolster justice-oriented education research. The influence of their scholarship vis-à-vis YPAR on wide-scale education policy-making, and education reform, in Central City is discussed. 相似文献
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Fred Chou Janelle Kwee Robert Lees Kara Firth Jordan Florence Jake Harms 《Educational Action Research》2013,21(3):436-459
This Youth Participatory Action Research (YPAR) study represents a collaboration with six students from alternative education to inquire about the experiences of vulnerable youth – students in alternative education and youth who have dropped out of school. Utilizing the Enhanced Critical Incident Technique, youth researchers asked their peers what helped and hindered their retention and success in mainstream and alternative education. Youth researchers engaged in authentic participation and took part in the iterative phases of YPAR – critical reflection and social action. Their involvement empowered them to advocate for their peers by disseminating the results and recommendations to key stakeholders within the community. Youth researchers conducted semi-structured interviews with 18 participants. Overall, the findings show that relationships with staff and peers, flexibility, psychosocial and academic supports, and personal circumstances are vital in helping vulnerable students succeed in school. Engagement in YPAR provided insight into working with vulnerable youth in a manner that promotes agency and social change within educational institutions. 相似文献
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Mia Angélica Sosa-Provencio Annmarie Sheahan Shiv Desai Shawn Secatero 《Critical Studies in Education》2020,61(3):345-362
ABSTRACT For marginalized communities, schooling is mired in social/bodily control, tracking, and cultural erasure circumscribing difference/culture as obstacles, as opposed to sites of wisdom, connectedness, and critical consciousness. Authors shape a transformative pedagogical framework across teacher education and partnering schools by utilizing spiritually embodied, land-based Chicana Feminist and Indigenous Epistemologies. We outline six tenets of Body-Soul Rooted Pedagogy which: 1) construct education politically, 2) enact schooling as decolonization/empowerment, 3) center epistemologies, multiliteracies of marginalized groups, 4) foster critical frameworks navigating oppression, 5) engage social action pedagogy, and 6) engender hope, well-being. Scholarship has implications for educational theory and practice at all levels. 相似文献
6.
J. Alysha Sloane Dawn Wallin 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):454-472
Background: This paper describes the creation of a theatrical commons that aimed to broaden and deepen democratic engagement between diverse citizens in one public school community in Manitoba, Canada.Purpose and method: The researchers considered how Forum and Image Theatre provided former refugee youth, guardians, parents and the general public with the opportunity to name and invent different possibilities to address complex school community challenges at an individual and at a policy level. The study utilised critical participatory action research that drew heavily on the theatrical imaginations of Augusto Boal and David Diamond.Main arguments and conclusions: Three recommendations were derived from the findings as they related to the research questions and literature: (1) that Image and Forum Theatre can be used to connect public education to the pursuit of transformative democracy; (2) that Image and Forum Theatre would be a useful means of informing system planning and reflection, and; (3) that a theatrical commons has value for creating space for marginalised voices to influence decision-making. 相似文献
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As part of a youth summer program—a partnership between a large Southeastern university and the local school district—middle-school-aged youth, preservice teachers, and doctoral candidates interested in arts-based literacy practices spent their mornings in June 2016 engaging in activities that both explored and expanded thinking around their communities, schools, and families. Whereas the youth were enrolled in a monthlong creative arts and tentative unschooling experiment that ran roughly the length of a typical school day, university faculty and graduate students were engaged in a course on the application of youth participatory action research (YPAR). This article is an examination of the experience of preservice teachers, through an analysis of their reflections on events within the course, to suggest ways forward through the promises and perils of project-based, clinical preservice teaching experiences. In our exploration of the experiences of focal preservice teachers when engaged with youth coresearchers in a monthlong YPAR project, we found the work to have been filled with contradictions, unexpected shifts, and moments of great understanding, community affiliation, and suffering. 相似文献
8.
Alexa Martin‐Storey Jacob E. Cheadle Julie Skalamera Robert Crosnoe 《Child development》2015,86(3):965-975
Mental health disparities between sexual minority and other youth have been theorized to result in part from the effects of the stigmatization on social integration. Stochastic actor‐based modeling was applied to complete network data from two high schools in the National Longitudinal Study of Adolescent Health (Mage = 15 years, N = 2,533). Same‐sex attracted youth were socially marginalized in a smaller predominantly White school but not in a larger, more racially diverse school. For both schools, homophily was a critical network feature, and could represent social support for and social segregation of such youth. These findings emphasize the school context in studying the social lives of sexual minority youth and suggest that youth may be better off socially in larger and more diverse schools. 相似文献
9.
Previous research has suggested that adopting a transformative school organisation perspective when implementing ESD may be more productive than the previously recommended transmissive perspectives, but it is not clear how transformative perspectives could be introduced. To address this issue, we conducted an empirical mixed methods study of existing practices in 10 highly ESD-active upper secondary schools in Sweden. The schools’ leaders, who were responsible for implementing ESD, were interviewed to obtain information on the quality criteria they used to guide their work. The arguments used by the leaders to justify their criteria were analysed and categorised based on their relationships with the transmissive and transformative quality strategies. Both school organisation perspectives were found to co-exist within the schools. A detailed analysis of schools where the transformative perspective was dominant revealed three distinct quality strategies, one of which was found to embody a strong focus on a transformative approach. This specific quality strategy is discussed and suggested as a way for interested schools to implement ESD in a more transformative way at the school organisation level. 相似文献
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Christine J. Yeh Noah E. Borrero Patsy Tito Lealaisalanoa Setu Petaia 《The Urban Review》2014,46(2):147-168
Through a critical cultural assets model, the authors use the methodological practices of collaboration, community site visits, document analysis, and interviews with cultural insiders to explore schools’ continued rejection of academic belonging for people from “othered” communities. They explore the case of Samoan youth—a marginalized cultural group—to contest the shared belief that school-based citizenry is an educational impossibility. Interview data with Samoan elders is analyzed using Consensual Qualitative Research methods (Hill et al. in Couns Psychol 24(4):517–572, 1997). They present themes of cultural capacities and academic disconnection to imagine a school context for the integration of cultural assets for “othered” youth (Kliewer and Biklen in Teach Coll Rec 109(12):2579–2600, 2007; Kliewer et al. American Educ Res Assoc J 3(2):163–192, 2006). 相似文献
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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12.
ABSTRACTThis paper uses mixed methods to explore perceptions of international-mindedness within two case study schools in Istanbul, Turkey: a national school with mostly Turkish students and an international school with students from many nationalities. Using a conceptual framework developed by an international education programme, the authors critically analyse pillars of international-mindedness: multilingualism, intercultural understanding, and global engagement. Findings reveal that the national school was striving to overcome limitations of homogeneity, while the international school struggled to address its assumptions that a heterogeneous population alone would be enough to encourage intercultural understanding. Neither school had developed clear conceptual links among multilingualism, intercultural understanding, and global engagement. Thus, deliberate efforts are needed to provide students with experiences that foster international-mindedness. Other researchers and educators can use this framework and associated methods to examine how international-mindedness is implemented in different schools in other regions of the world. 相似文献
13.
This study sought to assess current and future school psychologists’ attitudes toward and preparedness to address the needs of lesbian, gay, bisexual, and transgender (LGBT) students in schools. Two‐hundred seventy‐nine school psychologists (n = 162, 58%) and school psychology graduate students (n = 117, 42%) were included in the study. Participants completed measures of attitudes toward LGBT students, preparedness to address the needs of LGBT youth, and social desirability. For both school psychologists and graduate students, increased education was associated with improved attitudes and increased preparedness to treat LGBT youth. For school psychologists, presence of a gay‐straight alliance was associated with increased knowledge about LGBT youth, as well as higher ratings of preparedness to treat LGBT youth; the same associations did not hold true for the graduate students. These findings have implications for the training and practice of school psychologists in addressing the needs of LGBT youth in schools. 相似文献
14.
Daniel Walsh 《理论付诸实践》2018,57(2):127-136
In this article, I present the ways in which youth participatory action research (YPAR) provides opportunities for academically rigorous and culturally sustaining pedagogy for immigrant high school students learning English. In a course sponsored by the City University of New York’s College Now program, I introduced students to the principles of critical ethnographic research and then guided them through the creation of a research proposal catalyzed by their own observations and questions of their immediate surroundings. A subset of this class of 15 was then mentored by me through the implementation of their research proposals, from question refinement to methods to data collection and analysis. Throughout the article, implications for teaching and learning for immigrant youth learning English are discussed. 相似文献
15.
Grady J. Venville John Wallace Léonie J. Rennie John A. Malone 《Studies in Science Education》2013,49(1):43-83
This paper explores the ways in which the concept of identity has been conceptualised and studied within science education. The Personality and Social Structure Perspective is used to examine the attention paid by researchers to three levels of identity analysis: personality, interaction and social structure. Tracing the development of science identity studies and the resulting body of literature reveals that most authors have focused their attention on aspects of identity related to individual agency to the exclusion of issues of social structure. This paper argues that this attention is related to the position of communities of practice as the dominant theoretical framework for identity studies and argues that researchers need to consider broader frameworks that encourage the integration of ideas at all three levels of analysis. Broadened methodological approaches, including mixed methods, are also advocated as a way to increase consideration of the level of social structure. 相似文献
16.
Street Smarts vs. Book Smarts: The Figured World of Smartness in the Lives of Marginalized, Urban Youth 总被引：1，自引：0，他引：1
Beth Hatt 《The Urban Review》2007,39(2):145-166
How smartness is defined within schools contributes to low academic achievement by poor and racial/ethnic minority students.
Using Holland et al.’s (1998) [Holland, D., Lachicotte, W., Skinner, D., & Cain, C. (Eds.) (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.] concept of “figured worlds,” this paper explores the “figuring” of smartness through
the perspectives of marginalized youth. The youth made key distinctions between being book smart vs. street smart. This distinction
is a direct challenge by the youth to the dominant discourse of smartness or “book smarts” as it operates in schools. To the
youth, “street smarts” are more important because they are connected to being able to maneuver through structures in their
lives such as poverty, the police, street culture, and abusive “others.” This distinction is key because street smarts stress
agency in countering social structures whereas, for many of the youth, book smarts represented those structures, such as receiving a high school diploma. Implications for schools and pedagogy are discussed.
B.A. earned from Indiana University – Bloomington, Masters and Ph.D. earned from University of North Carolina at Chapel Hill.
Beth Hatt Fis an Assistant Professor of Educational Administration and Foundations at Illinois State University where she
teaches research methods and social foundations of education. Her current research explores smartness as a cultural construct
in schools and the media. 相似文献
17.
Christopher Emdin 《Cultural Studies of Science Education》2009,4(1):239-254
In this article I explore research in urban science education inspired by the work of Kris Gutierrez in a paper based on her
2005 Scribner Award. It addresses key points in Gutierrez’s work by exploring theoretical frameworks for research and approaches
to teaching and research that expand the discourse on the agency of urban youth in corporate school settings. The work serves
as an overview of under-discussed approaches and theoretical frameworks to consider in teaching and conducting research with
marginalized urban youth in urban science classrooms.
相似文献
| Christopher EmdinEmail: Email: |
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ABSTRACTThis article reflects on how participatory processes inspired by action research hold a genuine potential for developing social educational work in a more democratic way. We present our concept of ‘Upturned Participation’, which is built upon the methodological framework of Critical Utopian Action Research. First Critical Utopian Action Research is introduced briefly, including a presentation of the core method of the action research approach. We then present an extract from an action research project aimed at creating space for participation for marginalized young people in the area of Copenhagen. On this basis, we reflect on how the ideas of the young people could influence the field of social work. The article addresses contemporary challenges and opportunities for creating development in the field of youth work or social work through participatory processes with marginalized young people. 相似文献
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ABSTRACTThis article presents Bourdieu’s theory of practice as a tool for exploring school students’ technology practice in empirical research. The authors provide educational technology researchers with an accessible introduction to the theory of practice. They then detail the conceptual, methodological and analytic application of the theory of practice in two educational technology studies. The application of the theory in the two studies highlights the potential of the sociological framing for informing a robust critical research agenda and understanding the circumstances that can contribute to digital inequalities. Practically, knowledge gained through theoretically informed research is critical for researchers, governments, schools and teachers in working to overcome digital inequalities. 相似文献