Approaching Praxis: YPAR as Critical Pedagogical Process in a College Access Program

Autor/inn/en	Scott, Mary Alice; Pyne, Kimberly B.; Means, Darris R.
Titel	Approaching Praxis: YPAR as Critical Pedagogical Process in a College Access Program
Quelle	In: High School Journal, 98 (2015) 2, S.138-157 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1498
DOI	10.1353/hsj.2015.0003
Schlagwörter	Access to Education; Action Research; Participatory Research; Educational Practices; Social Change; Youth Opportunities; Disadvantaged Youth; Critical Theory; High School Students; Equal Education; Research Projects; Case Studies; Participant Observation; Student Research; Student Empowerment; Praxis; College Admission; Qualitative Research; Research Skills; Teaching Methods; Transformative Learning; Semi Structured Interviews; Grounded Theory; North Carolina + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Projektforschung; Forschungstätigkeit; Bildungspraxis; Sozialer Wandel; Benachteiligter Jugendlicher; Kritische Theorie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Forschungsvorhaben; Case study; Fallstudie; Case Study; Teilnehmende Beobachtung; Studentenforschung; Studienberechtigung; Hochschulzugang; Hochschulzulassung; Zulassung; Qualitative Forschung; Forschungsleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Pädagogische Transformation
Abstract	To address the persistent failure of schooling to support underserved students, youth participatory action research (YPAR) has emerged as an alternative and critical paradigm for educational practice. YPAR re-centers authority on marginalized voices and understands research as a tool for social change. Grounded in critical pedagogy, such projects enable students to collaboratively critique oppressive structures and envision more equitable possibilities. In this article, the authors analyze a YPAR project on educational inequities conducted with high school students in a college access program. Through case study analysis of in-depth interviews with student-researchers and participant observation of the research process, the article suggests that the YPAR model moves students towards praxis by helping them develop more authoritative voices, renegotiate identity as part of a social process of belonging, and begin to envision their roles in creating a more just world. We argue that the tensions inherent in critical pedagogical processes like that of YPAR present fruitful challenges for continuing reflection on working both within and against existing educational systems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01