Book contents
- Social Justice for Children and Young People
- Social Justice for Children and Young People
- Copyright page
- Dedication
- Contents
- Contributors
- Foreword
- Part I Social Justice and Human Rights for Children and Young People
- Part II International Social Justice Issues That Have an Impact on Children and Young People
- Part III Regional and Country Case Studies on Social Justice for Youth
- 15 The Need for Bridging the Gap between the Academy and Public Services in Brazil
- 16 The Education of Migrant Children in China’s Cities
- 17 Inequalities in Healthcare for Children and Adolescents in Colombia
- 18 Learning for Psychology via the Cuban Program of Care for People Affected by the Chernobyl Accident: 1990–2011
- 19 Learning from the Perspectives of At-Risk Resilient Ethiopian Students
- 20 Social Justice for Children and Young People
- 21 Israel
- 22 Social Justice for Children and Young People in Mexico
- 23 Social Justice for Children and Young People in Norway
- 24 Social Justice and Children in Pakistan
- 25 The Impact of Decades of Political Violence on Palestinian Children in the Gaza Strip and the West Bank
- 26 Social Justice Issues for Children and Young People in Peru and Other Latin American Countries
- 27 Social Justice and Adolescent Health
- 28 Ending Mental Health Stigma and Discrimination
- 29 Violence Exposure among Children and Young People
- 30 Youth Participatory Action Research in Urban Public Education
- Part IV Conclusion
- References
30 - Youth Participatory Action Research in Urban Public Education
Underrepresented Youth Addressing Social Justice in the United States
from Part III - Regional and Country Case Studies on Social Justice for Youth
Published online by Cambridge University Press: 18 September 2020
Book contents
- Social Justice for Children and Young People
- Social Justice for Children and Young People
- Copyright page
- Dedication
- Contents
- Contributors
- Foreword
- Part I Social Justice and Human Rights for Children and Young People
- Part II International Social Justice Issues That Have an Impact on Children and Young People
- Part III Regional and Country Case Studies on Social Justice for Youth
- 15 The Need for Bridging the Gap between the Academy and Public Services in Brazil
- 16 The Education of Migrant Children in China’s Cities
- 17 Inequalities in Healthcare for Children and Adolescents in Colombia
- 18 Learning for Psychology via the Cuban Program of Care for People Affected by the Chernobyl Accident: 1990–2011
- 19 Learning from the Perspectives of At-Risk Resilient Ethiopian Students
- 20 Social Justice for Children and Young People
- 21 Israel
- 22 Social Justice for Children and Young People in Mexico
- 23 Social Justice for Children and Young People in Norway
- 24 Social Justice and Children in Pakistan
- 25 The Impact of Decades of Political Violence on Palestinian Children in the Gaza Strip and the West Bank
- 26 Social Justice Issues for Children and Young People in Peru and Other Latin American Countries
- 27 Social Justice and Adolescent Health
- 28 Ending Mental Health Stigma and Discrimination
- 29 Violence Exposure among Children and Young People
- 30 Youth Participatory Action Research in Urban Public Education
- Part IV Conclusion
- References
Summary
The public education provided to nonwhite youth in urban communities is a central social justice issue contributing to racial inequity in the United States. Significant disproportionality exists between urban and suburban education, causing urban minority youth to become disengaged from schooling that does not adequately serve their needs. Youth participatory action research (YPAR), a strategy through which youth act as co-researchers alongside professional researchers and community members investigating social justice issues, can help to reengage urban youth in their education by creating conditions around which youth want to learn. This chapter introduces YPAR as a mechanism through which urban education can be more tailored to the unique experiences of urban minority youth. A case study is provided that illustrates how YPAR youth participants grow more conscious of social justice issues facing them and their community, while also developing their sense of agency relative to being able to confront these issues action. Additionally, this case study explores how future urban educators can adopt YPAR practices and principles to develop a more culturally responsive pedagogy. Suggestions for YPAR facilitation are given, while specific challenges are discussed that must be met when attempting the implementation of YPAR.
Keywords
- Type
- Chapter
- Information
- Social Justice for Children and Young PeopleInternational Perspectives, pp. 460 - 476Publisher: Cambridge University PressPrint publication year: 2020
References
Anyon, Y., Bender, K., Kennedy, H., & Dechants, J. (2018). A systematic review of youth participatory action research (YPAR) in the United States: Methodologies, youth outcomes, and future directions. Health Education & Behavior, 45(6), 865–878.Google Scholar
Atweh, B., Kemmis, S., & Weeks, P. (1998). Action research in practice: Partnerships for social justice in education. London: Routledge.Google Scholar
Blum, R. W., McNeely, C. A., & Reinhart, P. M. (2002). Improving the odds: The untapped power of schools to improve the health of teens. Minneapolis: University of Minnesota Center for Adolescent Health and Development.Google Scholar
Bonny, A. E., Britto, M. T., Klostermann, B. K., Hornung, R. W., & Slap, G. B. (2000). School disconnectedness: Identifying adolescents at risk. Pediatrics, 106(5), 1017–1021.CrossRefGoogle ScholarPubMed
Borda, O. F., & Skiles, J. D. (1969). Subversion and social change in Colombia. New York: Columbia University Press.Google Scholar
Borrero, N. (2009). Preparing new teachers for urban teaching: Creating a community dedicated to social justice. Multicultural Perspectives, 11, 221–226.Google Scholar
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.Google Scholar
Brown, T. M., & Rodriguez, L. F. (2009). Youth in participatory action research. San Francisco, CA: Jossey-Bass/Wiley.Google Scholar
Cammarota, J., & Romero, A. (2006). A critically compassionate pedagogy for Latino youth. Latino Studies, 4(3), 305–312.Google Scholar
Chovanec, D. M., & Gonzalez, H. M. (2009). A participatory research approach to exploring social movement learning in the Chilean women’s movement. In Kapoor, D & Jordan, S (eds.), Education, participatory action research, and social change: International perspectives (pp. 223–237). New York: Palgrave Macmillan.Google Scholar
Cochran-Smith, M., Villegas, A. M., Abrams, L., et al. (2015). Critiquing teacher preparation research: An overview of the field, part II. Journal of Teacher Education, 66, 109–121.Google Scholar
Conrad, D., & Kendal, W. (2009). Research and agency: The case of rural women and land tenure in Tanzania. In Kapoor, D & Jordan, S (eds.), Education, participatory action research, and social change: international perspectives (pp. 251–264). New York: Palgrave Macmillan.Google Scholar
Daly, B., Buchanan, C., Dasch, K., Eichen, D., & Lenhart, C. (2010). Promoting school connectedness among urban youth of color: Reducing risk factors while promoting protective factors.Prevention Researcher, 17(3), 18–20.Google Scholar
Diemer, M. A., Rapa, L. J., Park, C. J., & Perry, J. C. (2017). Development and validation of the critical consciousness scale. Youth & Society, 49(4), 461–483.Google Scholar
Emdin, C. (2016). For white folks who teach in the hood … and the rest of y’all too: Reality pedagogy and urban education (race, education, and democracy). Boston: Beacon Press.Google Scholar
Fetterman, D., Kaftarian, S., & Wandersman, A. (2014). Empowerment evaluation: Knowledge and tools for self-assessment and accountability (2nd ed.). Los Angeles: Sage Publications.Google Scholar
Flicker, S., Maley, O., Ridgley, A., et al. (2008). PAR: Using technology and participatory action research to engage youth in health promotion. Action Research, 6(3), 285–303.Google Scholar
Flores-González, N., Rodríguez, M., & Rodríguez-Muniz, M. (2006). From hip-hop to humanization: Batey Urbano as a space for Latino youth culture and community action. In Ginwright, S, Noguera, P, & Cammarota, J (eds.), Beyond resistance! Youth activism and community change (pp. 175–196). New York: Routledge.Google Scholar
Freiberg, H. J., Huzinec, C. A., & Templeton, S. M. (2009). Classroom management – a pathway to student achievement: A study of fourteen inner‐city elementary schools.Elementary School Journal, 110(1), 63–80.CrossRefGoogle Scholar
Ginwright, S., & Cammarota, J. (2002). New terrain in youth development: The promise of a social justice approach. Social Justice, 29(4), 82–95.Google Scholar
Holland, H., & Mazzoli, K. (2001). Where everybody knows your name. Phi Delta Kappan, 83(4), 294–303.Google Scholar
Hosang, D. (2006). Beyond policy: Ideology, race and the reimagining of youth. In Ginwright, S, Noguera, P, & Cammarota, J (eds.), Beyond resistance! Youth activism and community change (pp. 3–20). New York: Routledge.Google Scholar
Indiana Department of Local Government Finance (2019). Certified budget: Levy, CNAV, tax rate by fund. State of Indiana.Google Scholar
Jocson, K. (2014). Critical media ethnography: Researching youth media. In Paris, D & Winn, M. T. (eds.), Humanizing research: Decolonizing qualitative inquiry with youth and communities (pp. 105–123). Thousand Oaks, CA: Sage.Google Scholar
Jordan, S., & Kapoor, D. (2009). Education, participatory action research and social change: International perspectives. New York: Palgrave Macmillan.Google Scholar
Kincheloe, J. L. (2009). Critical complexity and participatory action research: Decolonizing “democratic” knowledge production. In Kapoor, D & Jordan, S (eds.), Education, participatory action research, and social change: International perspectives (pp. 107–121). New York: Palgrave Macmillan.Google Scholar
Kwon, S. A. (2006). Youth of color organizing for juvenile justice. In Ginwright, S, Noguera, P, & Cammarota, J (eds.), Beyond resistance! Youth activism and community change (pp. 215–228). New York: Routledge.Google Scholar
Lange, E. (2009). Fostering a learning sanctuary for transformation in sustainability education. In Mezirow, J & Taylor, E (eds.), Transformative learning in practice: Insights from community, workplace, and higher education (pp. 193–204). San Francisco, CA: Jossey-Bass.Google Scholar
Lewis-Charp, H., Yu, H. C., & Soukamneuth, S. (2006). Civic activist approaches for engaging youth in social justice. In Ginwright, S, Noguera, P, & Cammarota, J (eds.), Beyond resistance! Youth activism and community change (pp. 21–36). New York: Routledge.Google Scholar
London, J. K., Zimmerman, K., & Erbstein, N. (2003). Youth-led research and evaluation: Tools for youth, organizational, and community development. New Directions for Evaluation, 98, 33–45.Google Scholar
McTaggart, R., & Curró, G. (2009). Action research for curriculum internationalization: Education versus commercialization. In Kapoor, D & Jordan, S (eds.), Education, participatory action research, and social change: International perspectives (pp. 89–105). New York: Palgrave Macmillan.Google Scholar
Mhina, C. H. (2009). Research and agency: The case of rural women and land tenure in Tanzania. In Kapoor, D & Jordan, S (eds.), Education, participatory action research, and social change: International perspectives (pp. 155–168). New York: Palgrave Macmillan.Google Scholar
Morrell, E. (2004). Becoming critical researchers: Literacy and empowerment for urban youth. New York: Peter Lang Publishing.Google Scholar
Noel, J. (2010). Weaving teacher education into the fabric of urban schools and communities. Teacher Education Quarterly, 37, 9–25.Google Scholar
Noguera, P., Ginwright, S. A., & Cammarota, J. (2006). Beyond resistance! Youth activism and community change: New democratic possibilities for practice and policy for Americas youth. New York: Routledge.Google Scholar
Nygreen, K., Ah Kwon, S., & Sánchez, P. (2006). Urban youth building community: Social change and participatory research in schools, homes, and community-based organizations. Journal of Community Practice, 14(1–2), 107–123.Google Scholar
Ozer, E. J., Ritterman, M. L., & Wanis, M. G. (2010). Participatory action research (PAR) in middle school: Opportunities, constraints, and key processes. American Journal of Community Psychology, 46(1–2), 152–166.Google Scholar
Powers, J. L., & Tiffany, J. S. (2006). Engaging youth in participatory research and evaluation. Journal of Public Health Management and Practice, 12, S79–S87.Google Scholar
Resnick, M. D., Bearman, P. S., Blum, R. W., et al. (1997). Protecting adolescents from harm. Findings from the national longitudinal study on adolescent health. Journal of the American Medical Association, 278(10), 823–832.Google Scholar
Resnick, M. D., Harris, L. J., & Blum, R. W. (1993). The impact of caring and connectedness on adolescent health and well-being. Journal of Paediatrics and Child Health, 29(S1), S3–S9.CrossRefGoogle ScholarPubMed
Sallis, J. F., Millstein, R. A., & Carlson, J. A. (2011). Community design for physical activity. In Dannenberg, H, Frumkin, H, & Jackson, R (eds.), Making healthy places: Designing and building for health, well-being, and sustainability (pp. 33–49). Washington, DC: Island Press.Google Scholar
Shizha, E. (2009). Chara chimwe hachitswanyi inda: Indigenizing science education in Zimbabwe. In Kapoor, D & Jordan, S (eds.), Education, participatory action research, and social change: International perspectives (pp. 131–153). New York: Palgrave Macmillan.Google Scholar
St. Louis, K. & Barton, A. (2002). Tales from the science education crypt: A critical reflection of positionality, subjectivity, and reflexivity in research. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 3(3), Art. 19.Google Scholar
Stillwell, C. (2016). Challenges to the implementation of youth PAR in a university-middle school partnership. Inquiry in Education, 8(1).Google Scholar
Stoudt, B. G., Torre, M. E., Bartley, P., et al. (2019). Researching at the community-university borderlands: Using public science to study policing in the South Bronx. Education Policy Analysis Archives, 27(56). doi:10.14507/epaa.27.2623Google Scholar
Swanson, C. (2009). Closing the graduation gap: Educational and economic conditions in America’s largest cities. Bethesda, MD: Editorial Projects in Education.Google Scholar
Thomas, A. J., Barrie, R., Brunner, J., et al. (2014). Assessing critical consciousness in youth and young adults. Journal of Research on Adolescence, 24(3), 485–496.CrossRefGoogle Scholar
Thompson, D. R., Iachan, R., Overpeck, M., Ross, J. G., & Gross, L. A. (2006). School connectedness in the health behavior in school-aged children study: The role of student, school, and school neighborhood characteristics. Journal of School Health, 76(7), 379–386.CrossRefGoogle Scholar
Warren, M. R., & Mapp, K. L. (2011). A match on dry grass: Community organizing as a catalyst for school reform. New York: Oxford University Press.Google Scholar
Watts, R., Griffith, D. M., & Abdul-Adil, J. (1999). Sociopolitical development as an antidote for oppression-theory and action. American Journal of Community Psychology, 27(2), 255–271.Google Scholar
Watts, R. J., & Guessous, O. (2006). Sociopolitical development: The missing link in research and policy on adolescents. In Ginwright, S, Noguera, P, & Cammarota, J (eds.), Beyond resistance! Youth activism and community change (pp. 59–80). New York: Routledge.Google Scholar
Wingspread Declaration on School Connections (2004). Journal of School Health, 74(7), 233–234.Google Scholar
Wright, D. E. (2015). Active learning: Social justice education and participatory action research. New York: Routledge.Google Scholar
- 2
- Cited by