Youth-as-Researchers: A Continuum of Qualitative Inquiry as Classroom Practice

• In Event: AERA Roundtable Session Wednesday 9:00 am Four Seasons Ballroom 1
  In Roundtable Session: Youth Perspectives, Knowledge, and Cultural Wealth in Research (Table 5)

Abstract

Qualitative inquiry can provide a way for teachers and students to investigate classroom meaning making together. Such inquiry inspires research with students that supports authentic data collection and interpretation. Classroom co-inquiry can support the identification, examination, and analysis of forms of becoming and centers teacher and student-researcher generated productions of meaning and knowledge. Data sources include, but are not limited to, texts, student-created artifacts, and classroom discourse. Qualitative inquiry, as part of classroom practice, hinges on students’ questions, interests, and involvement; it flattens hierarchies and centers students’ voices as critical to authentic learning and knowing.

Authors

• Sandra Schamroth Abrams, University of South Africa

• MaryBeth Schaefer, St. John's University

• Madeline L. Abrams, Green Meadow Waldorf School