Sustaining the Momentum: A Design for Place-Based, Participatory Action Research Toward Critically Reimagining Local Curricula

• In Event: AERA Roundtable Session Thursday 1:45 pm Four Seasons Ballroom 4
  In Roundtable Session: Examining Teachers' Perceptions to Reimagine Education (Table 13)

Abstract

This study centers a research team composed of thirteen teachers, from across diverse educational settings, led by a teacher educator following a place-based summer institute funded by a National Endowment for the Humanities Landmarks of History and Culture grant. The team is conducting community-based participatory action research to remedy and repair their interdisciplinary curricula. In addition, the teacher educator is conducting qualitative research on the process and initial findings suggest having a longitudinal research design that enables critiquing and reflecting upon practice together, provokes and sustains momentum toward justice-oriented curricular revisions. Centering the intellectual work of teachers on the research team in this study, we suggest a design for collaborative community-engaged research in this time of curricular crisis.

Authors

• Elaine Marhefka, University of New Hampshire

• Meghan Howey, University of New Hampshire

• Stacy Gale, Paul Cuffee Charter School

• Maggie Forrestall, James Faulkner Elementary School

• Jeanelle Wheeler, Montclair State University

• Julie Marie Frye, Appalachian State University

• Meghan VanCleave, Colombus School for Girls