scholarly journals Exploring Youth Participatory Action Research in Urban Schools: Advancing Social Justice and Equity-Based Counseling Practices

2020 ◽  
Vol 12 (1) ◽  
pp. 27-43
Author(s):  
Amy L. Cook ◽  
Ian Levy ◽  
Anna Whitehouse
Keyword(s):  
Social Justice ◽  
Social Change ◽  
Action Research ◽  
Identity Development ◽  
Participatory Action Research ◽  
School Counselor ◽  
Learning Experience ◽  
Youth Participatory Action Research ◽  
Participatory Action ◽  
Counseling Practice

Youth Participatory Action Research (YPAR) is emerging as a group counseling practice that focuses on topics that are of personal interest to youth and aims to promote social change. Although YPAR has been found to facilitate critical consciousness, assist with youth self-identity development, and promote social change, few researchers have examined its application in counseling. The present study explored six school counselor trainees’ perceptions of YPAR as a therapeutic intervention and its impact on counseling skill development and how it relates to multicultural and social justice counseling competencies. The themes that resulted from the Interpretative Phenomenological Analysis for YPAR as a counseling practice were: (1) fun, interactive, youth-centered approach, not like counseling or therapy, (2) implementation of challenges requiring planning, time, and commitment, (3) collaborative supports to step out of comfort zone, overcome initial hesitancy, and welcome new learning experience, (4) development of counseling skills and confidence as a counselor, and (5) understanding differences and increasing self-awareness and advocacy skills. Discussion and implications for school counseling practice are provided.

Participatory Action Research in Adult Education

2021 ◽  
pp. 180-199
Author(s):  
Meagan Call-Cummings ◽  
Melissa Hauber-Özer
Keyword(s):  
Social Justice ◽  
Social Change ◽  
Adult Education ◽  
Action Research ◽  
Participatory Action Research ◽  
Critical Approach ◽  
Participatory Action ◽  
Participatory Inquiry ◽  
Positive Social Change ◽  
Learner Needs

Participatory action research (PAR) is an embodied form of inquiry that engages those most affected by an issue or problem in creating knowledge and developing solutions. PAR epistemology intersects with a critical approach to adult education in its belief that programs, methods, and content must be relevant to learner needs and challenges and ought to lead to greater social justice. The purpose of this chapter is to offer a review of three critical, participatory inquiry methods that are connected to the ontological and epistemological anchors of PAR. The authors present readers with a useful description of how to enact these onto-epistemological anchors through these methods in diverse contexts. They conclude that these methods have great potential for critical educators to live out their own onto-epistemological commitments, better understand and meet learner needs, and facilitate positive social change.

Guiding School-Based Service-Learning With Youth Participatory Action Research

2018 ◽  
pp. 125-143
Author(s):  
Melissa Cochrane Bocci
Keyword(s):  
Action Research ◽  
Service Learning ◽  
Identity Development ◽  
Participatory Action Research ◽  
Youth Empowerment ◽  
Youth Participatory Action Research ◽  
Participatory Action ◽  
Marginalized Communities ◽  
Positive Identity ◽  
Opportunity Gaps

Youth Participatory Action Research offers service-learning practitioners a critical framework for guiding their projects, particularly those engaging diverse or marginalized communities. A YPAR-guided service-learning project is youth-led, centers and affirms youth identities, examines problems and takes actions on structural and personal levels, and bases those actions on original, youth-conducted research. As such, YPAR-guided service-learning explicitly promotes youth empowerment and positive identity development, which can result in increased academic engagement and motivation, making such projects a strong option for attending to the opportunity gaps marginalized students often face in their school systems.

Using Youth Participatory Action Research to Promote Self-Efficacy in Math and Science

2020 ◽  
Vol 24 (1) ◽  
pp. 2156759X2097050
Author(s):  
Natalie Edirmanasinghe
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Self Efficacy ◽  
School Counselor ◽  
Youth Participatory Action Research ◽  
Participatory Action ◽  
Latina Students ◽  
The Future ◽  
Math And Science ◽  
The Impact

Youth participatory action research is a pedagogy in which students work together to explore an issue that affects them. The school counselor measured the impact on Latina students who participated in the project based on participants’ self-efficacy in attending college and being successful in math and science. Results indicated that students were more confident in their abilities in science and math and also believed they would attend college in the future by the end of the intervention.

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 Participatory Action Research and Aboriginal Epistemology

1969 ◽  
Vol 4 (2) ◽  
Author(s):  
Raven Sinclair
Keyword(s):  
Social Justice ◽  
Social Change ◽  
Action Research ◽  
Participatory Action Research ◽  
Web Site ◽  
Teaching And Learning ◽  
Indigenous Communities ◽  
Participatory Action ◽  
Aboriginal Issues ◽  
The Web

To our readers: I close my editorial responsibilities with Teaching and Learning by implementing an editor’s prerogative to include in this issue selected passages from an article by Raven Sinclair. As an advocate for social justice within indigenous communities Raven continues to make strides within transformational challenge opportunities by implementing participatory action research in settings that require intervention and social change. I was introduced to this article by a friend of his at a conference I attended on aboriginal issues in education. The message contained therein has influenced my work as a teacher, counsellor, professor, researcher and storyteller. Unfortunately space does not permit a full reprint of Ravens article. I have tried to carefully select passages that do justice to the intent and message without disrupting the flow. In my life as a storyteller I borrow to share not claim to own. For the complete article and list of references refer to the web site described at the end.

Youth ReACT for Social Change: A Method for Youth Participatory Action Research

2010 ◽  
Vol 46 (1-2) ◽  
pp. 67-83 ◽  
Author(s):  
Pennie G. Foster-Fishman ◽  
Kristen M. Law ◽  
Lauren F. Lichty ◽  
Christina Aoun
Keyword(s):  
Social Change ◽  
Action Research ◽  
Participatory Action Research ◽  
Youth Participatory Action Research ◽  
Participatory Action
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