Alterable Theories of Change: Learning From Fissures and Multimodal Research in Career and Technical Education

• In Event: 45.092 - MTCC Roundtable Session 17
  In Roundtable Session: 45.092-1 - Critical Inquiry on/With STEM

Abstract

This paper draws on a year-long qualitative study employing ethnographic and participatory methods at Poly High School. An 11th grade multimedia communications class within Career and Technical Education (CTE) serving predominantly students of color from low-income households presented an important educational context for engineering learning and building on students’ interests. The authors focus on methodological considerations driven by a theory of change and a humanizing approach to research. The theory of change included two parts: (1) responding to students’ feedback and (2) employing youth participatory action research—both as a means to invigorate the curriculum and increase student engagement. Findings and analyses demonstrate some of the complexities, ruptures, and contradictions that provide key insights and directions in doing multimodal research in CTE.

Author

• Korina Jocson, University of Massachusetts - Amherst