Understanding Teachers' Experiences of School-Based Youth Participatory Action Research

• In Event: Sheraton Roundtable Session Twelve
  In Roundtable Session: Urban Learning, Teaching and Research SIG Roundtable Four (Table 14)

Abstract

In this paper, two university-based youth participatory action research (YPAR) scholars – one from a midsize Midwestern city, one from a large Eastern urban center – examine the ways in which teachers taking up YPAR in their schools artfully navigate the bureaucracy of their schools and districts through careful curriculum design, administrative pushback, and support students in developing action plans that impact the school itself. The researchers home in on how YPAR teachers in public schools planned for internal resistance and strategically advocated for structural change in partnership with youth. The authors draw on ethnographic data and three targeted focus groups with public school teachers implementing YPAR curriculum. This session is relevant to teacher educators promoting YPAR curriculum.

Authors

• Tiffany A. DeJaynes, Lehman College - CUNY
  Presenting Author

• Molly Buckley-Marudas, Cleveland State University
  Presenting Author