We deserve: Black youths’ perceptions of literacy and responses to a participatory action research project

• In Event: Action Research for Justice

Abstract

This study explored how six Black youth in middle and high school perceived literacy and responded to a Black Participatory Action Research project or BPAR with youth (Drame & Irby, 2016). Participants use photovoice (Wang & Burris, 1997) to conduct action research projects documenting their experiences as Black youth attending predominately Black schools. Students’ goal was to transform their school communities. During this study, I work alongside students as a teacher-researcher cultivating their critical literacy skills as they write and think together. Experiences to cultivate critical literacies included visiting local public and private schools and reading and discussing texts that center Black youth identities with a focus on texts detailing Black students’ educative experiences and Black student movements in schools. After documenting strengths and areas for growth in their schools youth participants wrote a list of statements detailing what they deserve as Black youth in schools today entitled “We Deserve”.

Author

• Glenda Chisholm, Georgia State University