From “Reading the Word” to “Reading the World” to “Re/Writing Who We Are”: A Study of the Mediation of Critical Literacies in an Ethnic Studies YPAR (Youth Participatory Action Research) Project

• In Event: AERA Roundtable Session Wednesday 2:30 pm Four Seasons Ballroom 1
  In Roundtable Session: Fostering Classroom Inclusivity With Trending Pedagogical Practices (Table 10)

Abstract

While extensive research has documented the positive outcomes of students engaged in action-research, there is little discussion of the mediation of learning that happens in Ethnic Studies YPAR projects. In this qualitative case study of learning within an action-research course (i.e. “Action Research in the Barrio”) serving Chicanx urban high school youth, I build upon research linking close-text analysis to the formation of a critical social consciousness. In particular, I use video ethnography and qualitative interviews as strategies for understanding how Chicanx students engaged in close-text analyses of readings develop generative understandings of their relation to systems of domination, and thus engage in processes of repair and healing.

Author

• Miguel Zavala, University of California - Riverside