Participatory Action Research for High School Students: Transforming Policy, Practice, and the Personal With Social Justice Education

2010 ◽  
Vol 25 (3) ◽  
pp. 488-506 ◽  
Author(s):  
Julio Cammarota ◽  
Augustine Romero
Keyword(s):  
High School ◽  
Social Justice ◽  
High School Students ◽  
Action Research ◽  
Participatory Action Research ◽  
Social Justice Education ◽  
Participatory Action ◽  
School Students ◽  
Policy Practice

Flipping the Script: The Dangerous Bodies of Girls of Color

2017 ◽  
Vol 17 (5) ◽  
pp. 415-423 ◽  
Author(s):  
Venus E. Evans-Winters ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
Action Research ◽  
Participatory Action Research ◽  
Research Process ◽  
Black Girls ◽  
Participatory Action ◽  
School Students ◽  
Color Experience ◽  
Girls Of Color

Girls of color have been left out of discussions on youth participatory action research (YPAR) as well as gender- and race-based scholarship related to school marginalization. How Black girls and other girls of color experience girlhood is undertheorized. In this particular discussion, high school girls themselves expose the ways in which girls are punished in schools. Using participatory action research (PAR), high school students unveil girls of color experiences in schools as “dangerous bodies.” The author asseverates that Black girls and other girls of color “flip the script” by becoming conscientious and active agents in social change through the research process.

scholarly journals Toward a Ripple Effect: Psychologists Collaborate in Social Justice Education at a High School

2017 ◽  
Vol 9 (2) ◽  
pp. 112-131 ◽  
Author(s):  
Grace S. Kim ◽  
Vali D. Kahn ◽  
John Tawa ◽  
Karen L. Suyemoto
Keyword(s):  
High School ◽  
Social Justice ◽  
High School Students ◽  
High School Teachers ◽  
Social Justice Education ◽  
Group Processes ◽  
Ripple Effect ◽  
School Students ◽  
Social Inequities ◽  
School Youth

Social justice education aims to develop critical thinking about social inequities and social responsibility to increase civic engagement in high school youth. While high schools increasingly recognize the importance of social justice education, teachers are often initially under-prepared to teach this material, particularly about managing challenging emotions, and working with a group- processes as students work with social justice content and process. Psychologists are often asked to be diversity consultants or instructors, creating opportunities to contribute to social justice education. Drawing from implementation science, this paper describes a model of collaboration between university-based psychologists and high-school educators in providing a social justice course to high school students. Our education model enabled a multi-layered collaborative network that maximized the contributions of collaborators (i.e., Students, High School Teachers, Consultants, and Mentor) and enabled sustainability within the high school.

Critical Consciousness in High School Outdoor Experiential Environmental Education

2022 ◽  
pp. 105382592110688
Author(s):  
Spirit D. Brooks ◽  
Steven M. Braun ◽  
Dan Prince
Keyword(s):  
High School ◽  
Social Justice ◽  
High School Students ◽  
Staff Training ◽  
Peer Mentoring ◽  
Critical Consciousness ◽  
Social Justice Education ◽  
Peer Mentors ◽  
School Students ◽  
School Settings

Background: Research highlights how high school near-peer mentors (HSNPMs) in outdoor school settings enhance younger students’ programing experiences. Through this engagement, HSNPMs’ critical consciousness (CC) of equity in outdoor and experiential education (OEEE) expands. Purpose: This article explores how HSNPMs develop CC of environmental and social justice in OEEE. Methodology/Approach: We used critical ethnography to understand how near-peer mentoring programing associated with equity, diversity, access, and inclusion (EDAI) develop CC, in OEEE. Findings/Conclusion: Intentionally developed training and curricula rooted in social justice education facilitate CC development. This training includes staff's facilitation of equity discussions and support of high school students’ EDAI-related awareness, skills, and behaviors. Implications/Recommendations: HSNPMs contribute to EDAI in OEEE programs. We recommend including HSNPMs in staff training, program improvements, and planning activities.

scholarly journals To the rhythm of the hill: Youth who reflect to build images which transform

2020 ◽  
Vol 7 (14) ◽  
pp. 290-311
Author(s):  
Liliana Raigoso ◽  
◽  
Catalina Alfonso-Franco ◽  
Keyword(s):  
High School ◽  
Decision Making ◽  
High School Students ◽  
Participatory Action Research ◽  
Educational Institution ◽  
Participatory Action ◽  
School Students ◽  
Social Cartography ◽  
Peripheral Area ◽  
The Hill

This article shows the process developed with thirty-two high school students from the Educational Institution, Luis Carlos Galán, a public school located in the commune of Cazucá, peripheral area of the municipality of Soacha, Cundinamarca, Colombia, with whom, based on the use of the Participatory Action Research —IAP— spaces for reflection were created through workshops such as brainstorming, patchwork quilt and social cartography, among others, which allowed them to recognize the surrounding conflicts in their territory, to propose possible ways of managing them through Participatory Audiovisual, and thereby generate high-intensity citizenship, that is, political subjects that influence through active participation in decision-making that impact their society.

Chapter 8: Wobbling with Culturally Proactive Teaching: Facilitating Social Justice through Youth Participatory Action Research with Middle School Students

2021 ◽  
Vol 123 (13) ◽  
pp. 1-22
Author(s):  
Heather Coffey ◽  
Meghan Barnes
Keyword(s):  
Middle School ◽  
Social Justice ◽  
Action Research ◽  
Critical Pedagogy ◽  
Participatory Action Research ◽  
English Language ◽  
Youth Participatory Action Research ◽  
Participatory Action ◽  
School Students ◽  
Traditional Pedagogy

Background American students represent diverse life experiences, languages, cultures, and community memberships. Given the relatively unchanged demographics of U.S. teachers (primarily middle-class, white females), it is important that teachers engage in culturally proactive pedagogy and design curriculum that both reflects their students’ culture and engages them in developing skills to be participants in a larger society. Purpose This chapter explores how three veteran eighth-grade English language arts teachers in a large middle school in the southeastern United States navigated Youth Participatory Action Research (YPAR) as a culturally proactive and socially just pedagogy and encouraged students to examine power, privilege, and oppression in literature, in informational texts, and in their local communities to identify ways they might change inequities. Research Design Findings from this qualitative study suggest that even veteran teachers often struggle to implement social justice and culturally proactive pedagogies. Findings These teachers wobbled with their own uncertainty about the differences between a more traditional pedagogy, where they drive the learning, and a critical pedagogy that places the students in charge of the direction of their learning. Conclusion/Recommendations From the findings, recommendations are made to teachers who grapple with incorporating socially just and culturally proactive pedagogies into their teaching.

scholarly journals Using Action Research to Improve Race Relations in Prisons

2019 ◽  
Author(s):  
Tom Ellis
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Race Relations ◽  
Policy Research ◽  
Research Approach ◽  
Participatory Action ◽  
Policy Practice ◽  
Action Research Approach ◽  
Research Findings ◽  
Utilization Focused

Tackling racism in prisons has a relatively long policy, practice, and research history in England and Wales. However, clear evidence of success in reducing racism in prisons has been, and still is, difficult to find. This article is based on a unique study that was carried out either side of the new millennium (late 1999 to mid-2001), but no equivalent exercise has been repeated since. Due to a unique set of circumstances at the time the study was carried out, it became possible to employ an action research approach that required policymakers, practitioners, volunteers, and researchers to agree on: an emergent research design; implementation; intervention; and measurement. There are many forms of action research, but this study could best be defined as a “utilization-focused evaluation, which is particularly applicable to the criminal justice environment. This approach also included elements of participatory action research.” The emphasis here is to show how the action research approach can be both more systematic and more flexible than traditional social science approaches. This applies to both epistemological and research methods considerations, because, by combining theory and action, action research can provide a more viable way of ensuring that policy works in practice, and is sensitive to unique institutional exigencies. Throughout, discussion is contextualised using policy, research and methodology texts from the period when the research was commissioned, but given an overall methodological context by referencing more recent methodology text books. The article first outlines the context in which the action research study was commissioned, before providing a summary of the international research findings on race relations in prisons, from which key concepts for the project were initially operationalized. The chapter then explains how the specific participatory action research approach was selected as the most appropriate design, the extent to which the approach was successful, and why. The article ends with a discussion of the implications of findings and conclusions from this study for current policy and methodological approaches.

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