Transformative Inquiry: Reflections of Black Youth Doing Photovoice Projects About Their Schooling Experience

• In Event: Thursday Roundtable Session 9:00 am
  In Roundtable Session: Centering Black Students' Agency Across Educational Spaces (Table 25)

Abstract

This study explores the responses of six Black youth in middle and high to a Black Participatory Action Research project (Drame & Irby, 2016; McIntyre, 2000), designed to transform their school communities and promote critical literacy skills (Muhammad, 2020). Students participating in the study conducted action research projects using photovoice (Wang & Burris, 1997) by documenting strengths and challenges of their schooling experiences. Through phenomenological interviews (Roulston, 2007), student work artifacts and grounded theory (Strauss & Corbin, 1996; Charmaz, 2014) I found that youth responded to the project more confident in literacy skills, demonstrating agency and leadership, and by providing a list of statement detailing what students needed and deserved to succeed in schools today.

Author

• Glenda Chisholm, Georgia State University