Authenticity, Aims and Authority: Navigating Youth Participatory Action Research in the Classroom

Autor/inn/en	Rubin, Beth C.; Ayala, Jennifer; Zaal, Mayida
Titel	Authenticity, Aims and Authority: Navigating Youth Participatory Action Research in the Classroom
Quelle	In: Curriculum Inquiry, 47 (2017) 2, S.175-194 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0362-6784
DOI	10.1080/03626784.2017.1298967
Schlagwörter	Participatory Research; Action Research; Educational Research; Social Studies; Citizenship Education; Social Change; Activism; Curriculum Development; Public Schools; High Schools; Student Empowerment; Social Justice; Curriculum Design; Curriculum Implementation; High School Students; Student Participation; Relevance (Education); Power Structure; Conflict; Interviews; New Jersey + Suchen Sie Ihr Suchwort? Forschungstätigkeit; Projektforschung; Bildungsforschung; Pädagogische Forschung; Gemeinschaftskunde; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Sozialer Wandel; Aktivismus; Politischer Protest; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Public school; Öffentliche Schule; High school; Oberschule; Studienberechtigung; Soziale Gerechtigkeit; Lehrplangestaltung; High schools; Student; Students; Schüler; Schülerin; Studentin; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Relevance; Relevanz; Konflikt; Interviewing; Interviewtechnik
Abstract	Motivated by the addition of a curriculum standard for active citizenship into New Jersey's social studies standards a group of educators and researchers set out to integrate an action research curriculum, based on a youth participatory action research (YPAR) model, into social studies classrooms. Adapting YPAR, with its promising blend of critical thinking, civic engagement, and democratization, for use as in the classroom is appealing to those seeking to use education as a means of social change. But activism does not always translate neatly to the classroom; melding multiple purposes into one approach, particularly amidst the current push for standardization and accountability measures, is complex. This analysis considers three challenges to navigate when reshaping YPAR into a curriculum for classroom use--preserving authenticity, conflicting aims, and tensions around authority. Drawing upon qualitative data from the social studies classrooms of two public high schools, this article engages directly with the difficulties inherent in adapting a methodology premised on action, authenticity, and youth empowerment to the adult driven, extrinsically oriented, skills and content-focused world of the classroom. Understanding this shift, and the epistemological tensions underlying it, is essential for those wishing to integrate action research with youth into social studies classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01