The Dual Pedagogy of YPAR: Teaching Students and Students as Teachers

Autor/inn/en	Scorza, D'Artagnan; Bertrand, Melanie; Bautista, Mark A.; Morrell, Ernest; Matthews, Corey
Titel	The Dual Pedagogy of YPAR: Teaching Students and Students as Teachers
Quelle	In: Review of Education, Pedagogy & Cultural Studies, 39 (2017) 2, S.139-160 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1071-4413
DOI	10.1080/10714413.2017.1296279
Schlagwörter	Communities of Practice; Participatory Research; Action Research; Problem Solving; Reflection; Critical Thinking; Teaching Methods; Youth; Urban Schools; High School Students; Minority Group Students; Student Research; Social Problems; Critical Theory; Consciousness Raising; Social Justice; Seminars; Surveys; Qualitative Research; California (Los Angeles) + Suchen Sie Ihr Suchwort? Community; Forschungstätigkeit; Projektforschung; Problemlösen; Kritisches Denken; Teaching method; Lehrmethode; Unterrichtsmethode; Jugend; Jugendlicher; Jugendalter; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Studentenforschung; Social problem; Soziales Problem; Kritische Theorie; Bewusstseinsbildung; Soziale Gerechtigkeit; Seminar; Survey; Umfrage; Befragung; Qualitative Forschung
Abstract	This article explores the pedagogical practices employed in the critical learning community of the Council of Youth Research in the 2010-2011 school year and seeks to articulate the ways in which the use of youth participatory action research (YPAR) supported problem-posing education, conscientization, and critical reflection. In reviewing the use of YPAR and its relationship to pedagogy, the authors intend to answer the following question: In what ways were critical pedagogical practices enacted amongst and between the students and adults who engaged in youth participatory action research in the Council of Youth Research? They seek answers to this question through an investigation of pedagogical moments when youth are positioned as researchers and as teachers of themselves and others. By examining this question, the authors hope to present a framework to demonstrate how the use of youth participatory action research can inform the pedagogical, classroom, and political practices of urban schools. The article concludes with an analysis of these practices and implications for schools and research. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01