Imagining a More Just World: Critical Arts Pedagogy and Critical Participatory Action Research With Youth

• In Event: A Praxis of Possibilities: Creative and Critical Research for Social Justice With Young People

Abstract

Study Objectives: This study explores youth-led participatory action research (YPAR) as an approach to teaching and learning that connects the classroom curriculum to projects for community change.

Theoretical Framework: This research draws on two frameworks, youth participatory action research (YPAR) and scholarship on critical pedagogy that centers building student agency. The YPAR process engages youth researchers in reflection with action by supporting their analysis of the root causes of needs in their communities and developing an action plan to address them (Cammarota & Fine, 2008; Cannella, 2008; Fine, 2012). PAR scholarship emphasizes that those directly affected by a community issue possess expertise about how to address such issues and that their involvement as research participants’ can build their sense of agency (Fals-Borda & Rahman, 1991; Freire, 1982). Similarly, critical pedagogy emphasizes that tapping into learners’ existing knowledge helps increase their sense of agency and control over their learning by viewing their perspectives as assets (Bartolomé, 1994; Ellsworth, 1989; Freire, 2001; Giroux, 1983; Kenway & Modra, 1992). This study examines young people’s participation in PAR projects and builds on the literature on YPAR and agency by emphasizing PAR projects as an approach to teaching and learning that builds student agency.

Author

• Dana E. Wright, Mills College