ERIC Number: EJ1434734
Record Type: Journal
Publication Date: 2024
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-1913-5688
Why Teachers Integrate YPAR in Their Teaching: Cultivating Youth Wellbeing, Student Voice, and Social Justice
Mary Frances Buckley-Marudas; Rosalinda Godínez; Karmel Abutaleb; Gray Cooper; Margaret Rahill; Drew Retherford; Sarah Schwab; Taylor Zepp; Adam Voight
LEARNing Landscapes, v17 n1 p63-82 2024
In this article, the authors share what they learned from considering a collection of narrative reflections written by six high school educators, all co-authors, who have integrated youth participatory action research (YPAR) into their instructional practice. Taken together, the written reflections shed light on teachers' reasons not only for pursuing YPAR but also for persisting with YPAR in their particular school context. The authors found that all teachers shared a commitment to social justice, yet their individual purposes for engaging with YPAR varied. Drawing on the teachers' written reflections, the authors delve into teachers' motivations for integrating YPAR into their teaching practice in order to conceptualize teachers' reasons for facilitating YPAR in school.
Descriptors: High School Teachers, Action Research, Participatory Research, Teacher Attitudes, Social Justice, Teacher Motivation, Student Research, College School Cooperation, Partnerships in Education, Student Participation
LEARN (Leading English Education and Resource Network). 2030 Dagenais Blvd West, 2nd Floor, Laval Quebec H7L 5W2 Canada. Web site: https://learninglandscapes.ca/index.php/learnland
Publication Type: Journal Articles; Reports - Descriptive; Opinion Papers
Education Level: High Schools; Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ohio (Cleveland)
Grant or Contract Numbers: N/A