Learning With and From Newcomer and Emergent Plurilingual Students Through Participatory Action Research: Braving Up

• In Event: Transforming Linguistic and Cultural (Mis)Representations: Counterhegemonic Praxis and Principles for Research

Abstract

This paper emerged from seven years of research conducted in partnership with almost 1000 culturally and linguistically diverse newcomer and emergent plurilingual students in Southern California. In addition to exploring curricular, pedagogical, and political aspects of a linguistically expansive approach to youth participatory action research (YPAR), we examine trends in students’ research, and implications for policy and practice. Throughout, we analyze what it means for educators to be both affirming of and accountable to our most marginalized students. In so doing, we seek to not only amplify the insight, vision, and voices of newcomer students and communities, but to consider the possibilities that emerge when we collectively re-vision schools as sites of authentic co-learning, collective agency, and transformative justice.

Authors

• Alison G. Dover, California State University - Fullerton
  Presenting Author

• Fernando Rodriguez-Valls, California State University - Fullerton
  Presenting Author

• Renae L. Bryant, Anaheim Union High School District
  Presenting Author