Transformative Teaching Practices: Examining Youth Participatory Action Research and Autohistoria-Teoría in Northeast Ohio Schools

• In Event: Sunday Roundtable Session 3:05 pm
  In Roundtable Session: Reimagining Teaching Praxis (Table 41)

Abstract

This qualitative study delves into the experiences of more than thirty teachers in Northeast Ohio who embrace Youth Participatory Action Research (YPAR) in their classrooms. Utilizing ethnographic methods, the research seeks insights into teachers' perspectives as they integrate an autohistoria-teoría praxis (Anzaldúa, 1987), which emphasizes self-reflection and creative narrative techniques to story autobiographical experiences. With the integration of autohistoria-teoría, this study sheds light on both the benefits and challenges faced by teachers engaged in YPAR and their self-reflective process, offering valuable knowledge to contribute to the advancement of YPAR implementation and enrich the educational landscape in the region and beyond.

Authors

• Rosalinda Godinez, Cleveland State University

• Maggie Rahill, Cleveland State University

• Amirhassan Javadi, Cleveland State University

• Xiaona Jin, Cleveland State University

• Marissa Stock, Cleveland State University