ERIC Number: EJ1232585
Record Type: Journal
Publication Date: 2019
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1081-3004
EISSN: N/A
Transforming School Hallways through Critical Inquiry: Multimodal Literacies for Civic Engagement
DeJaynes, Tiffany; Curmi-Hall, Christopher
Journal of Adolescent & Adult Literacy, v63 n3 p299-309 Nov-Dec 2019
The authors examined the research and activism of 10th graders (ages 15-16) involved in a youth participatory action research project in a course in qualitative research at their small public school in New York City, New York. The authors, a classroom researcher and a high school teacher, looked closely at how the youth researchers used photography, collage, and videography to transform their school hallways into a space for critical conversations about race and gender. The authors examined how the hallways became a civic space shaped by collective youth resistance, multimodal counterstories, and negotiated civic engagement.
Descriptors: Grade 10, High School Students, Action Research, Participatory Research, Photography, Public Schools, Citizen Participation, Multiple Literacies, Researchers, High School Teachers, Race, Gender Differences, Video Technology, Visual Arts, School Buildings, Student Attitudes
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://bibliotheek.ehb.be:2429/WileyCDA
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 10; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York (New York)
Grant or Contract Numbers: N/A