Youth Participatory Action Research as Classroom Pedagogy
Item
Title
Youth Participatory Action Research as Classroom Pedagogy
Abstract/Description
This study engaged 25 youth from Gateway to College, a continuation high school program, in a yearlong arts-based youth participatory action research (YPAR) course aimed at enhancing their understanding of themselves as humans with enormous potential and allowing them to see how they already have the capacity and knowledge to act as artists, researchers, and even teachers. A major outcome of this study was to allow the youth in the course to be seen, by their peers, by staff, in their own communities, and by the larger public in ways that that will empower them to remain engaged in their own learning with unbound potential. This study employs a case study methodology. In this particular case study the researcher acts as a participant observer in the community, co-constructing knowledge alongside participants. This is an instrumental case study (Glaser, 2008; Stake, 2010); the phenomena investigated were an arts-based research course and its impact in a school-based setting. In the key findings of this research around developing agency in youth, it is also surfaced that systems should build a space for teachers to develop in similar ways. While we spend a lot of time in education theory speaking to the agency development of students and strategies to support it, this study also has implications for asking teachers to be reflective on their own pathway and development. The instructional strategies created in this study, were created alongside students, and their effectiveness in new settings, is directly beholden to the original students that worked to refine them. This study provides evidence that quality curriculum needs to be in a constant state of praxis; one must first implement their idea, take note of what happened, reflect on the impact, and adjust their curriculum in order to become more effective the next time.
Author/creator
Date
Institution
Mills College
Committee
Donahue, David M.
Bode, Patricia
Nava, Pedro
Galguera, Tomas
Resource type
Research/Scholarly Media
Resource status/form
Thesis/Dissertation
Scholarship genre
Empirical
Keywords
IRE Approach/Concept
Open access/full-text available
No
Peer reviewed
No
ISBN
9798678181244
Citation
Fenner, D. J. (2020). Youth Participatory Action Research as Classroom Pedagogy [Ed.D., Mills College]. https://www.proquest.com/dissertations/docview/2456453054/abstract/B8F006AC8B446CBPQ/44
Num pages
194
Rights
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
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