Applying Participatory Action Research Principles to the Teaching of Historically Underrepresented Groups in School Instruction

• In Event: AERA Roundtable Sesion 4
  In Roundtable Session: Cultivating Racial Justice in Higher Education

Abstract

This project emerged from the voices of eight female teacher candidates of color who wanted to address the inequitable representation of historically underrepresented groups within elementary school education. Using the Participatory Action Research (PAR) advanced by Fals-Borda, the teacher candidates designed instructional units that used archival resources and community knowledge; to create an accurate representation of historically underrepresented groups, such as Blacks, Indigenous, and Chicanx through instruction. The findings illustrated that engagement in PAR engaged the sociopolitical consciousness of emerging educators by teaching strategies for using school knowledge to solve community and social issues. The findings provide insight on approaches for using PAR to engage teachers and students in activities that elevate sociopolitical consciousness.

Author

• Stephanie R. Anckle, University of Nevada - Las Vegas