On Becoming Transformative Educators: Leveraging Critical Youth Research in a High School Teacher Pipeline Program

• In Event: 41.084 - Roundtable Session 16
  In Roundtable Session: 41.084-20 - Freirean Pedagogical Experiences

Abstract

This qualitative case study examines how urban youth in a teacher pipeline program experience youth participatory action research (YPAR). No studies to date have explored how the principles of YPAR can serve as a pedagogical framework in a high school teacher pipeline program. This research documents a group of urban youth who have expressed an interest in the teaching profession engage in an ethnographic study of transformative educators closing the opportunity gap for African-American and Latino students. This paper points to the promise of how YPAR facilitates participants in developing a critical awareness regarding educational inequality and entering a path of self-awareness on becoming (Freire, 1970) transformative citizens and perhaps educators one day.

Author

• Van T Lac, The University of Texas - San Antonio