Co-Constructing Knowledge: Critical Reflections from Facilitators Engaging in Youth Participatory Action Research in an After-School Program

Autor/inn/en	Qiu, Tairan; Kas-Osoka, Chioma; Mizell, Jason D.
Titel	Co-Constructing Knowledge: Critical Reflections from Facilitators Engaging in Youth Participatory Action Research in an After-School Program
Quelle	In: Journal of Language and Literacy Education, 17 (2021) 2, (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-9035
Schlagwörter	Action Research; After School Programs; Cooperative Learning; Middle School Students; Graduate Students; Critical Literacy; Skill Development; Intermode Differences; Learning Modalities; Personal Autonomy; Self Esteem; Mental Health; Service Learning; Student Participation; Intergenerational Programs; Student Diversity + Suchen Sie Ihr Suchwort? Projektforschung; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Kooperatives Lernen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Kritisches Lesen; Kompetenzentwicklung; Qualifikationsentwicklung; Lernumgebung; Individuelle Autonomie; Self-esteem; Selbstaufmerksamkeit; Psychohygiene; Service-Learning; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	After-school programs serve as a way to enhance student learning with more flexibility regarding the curriculum and classroom structure. In this article, we reflect on our work with youth from diverse racial, ethnic, linguistic, and socio-economic backgrounds in an after-school program. Applying Youth Participatory Action Research as our guiding framework for teaching and research, we examine the collaboration between middle school and university graduate students in an after-school program. We revisit our written reflections of our collaboration with youth, and identify five prominent themes: (1) student development of critical literacy skills; (2) the importance of using multimodal tools; (3) co-construction of knowledge; (4) youth development of agency, confidence, and mental health; and (5) the messiness involved in the Youth Participatory Action Research process. (As Provided).
Anmerkungen	Department of Language and Literacy Education at the University of Georgia. 315 Aderhold Hall, Athens, GA 30602. Tel: 706-542-7866; Fax: 706-542-3817; e-mail: jolle@uga.edu; Web site: http://jolle.coe.uga.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01