Education Commons^™

Creating Counternarratives On Trauma Informed Care Through Student Podcasting, Christopher Low

Education | Master's Theses

This research explored how participatory action research (PAR) specifically youth participatory action research (YPAR) could be utilized to help inform and bring change to an alternative high school’s trauma-informed care. The study was informed by critical race theory (Yosso, 2005), trauma-informed care (Day et al, 2017), and youth participatory action research (Halliday, 2019; Goessling, 2020). The YPAR project was conducted at an urban/suburban alternative education high school in Marin county California with nine 11th and 12th graders who engaged in a series of subject-themed forums and then created a podcast informed by an interview they conducted with a community member. …

Exploring Critical Hope And Agency Through Photovoice, Jenae Casalnuovo

Education | Master's Theses

There have been multiple studies including youth in participatory action research, and specifically photovoice projects (Wang, 2006). However, little research has been done connecting youth participatory action research to students’ hope and sense of agency. There is also a lack of existing studies that assess young students’ critical awareness of how social power operates in our culture and in their lives (Christens, Byrd, Peterson, & Lardier, 2018).

Photovoice methodology provided eight of my fourth- and fifth-grade students in northern California – most of whom live in a predominantly Latinx neighborhood in socioeconomically disadvantaged circumstances, situated within a predominantly white and …

Positionality And Power In Par: Exploring The Competing Motivations Of Par Stakeholders With Latinx Middle School Students In Northern California, Jennifer Lucko

Education | Faculty Conference Presentations

In this paper, I provide a case example exploring the complex relationships negotiated by a university researcher when PAR is conducted in a public school setting in order to better theorize how the positionality of PAR stakeholders effects classroom-based Participatory Action Research. I argue that despite a shared commitment to social justice and educational equity, the different positionalities of the university researcher and classroom teacher not only shaped each stakeholder’s relationship to Participatory Action Research, but also led to competing academic motivations in the classroom that undergirded the ultimate shortcomings of the project.

"We Didn't Have Courage": Internalizing Racism And The Limits Of Participatory Action Research, Jennifer Lucko

Education | Faculty Scholarship

This article follows a group of Latino/a English language learners conducting Participatory Action Research in a segregated school. I examine how students’ perspectives on civic engagement shifted after they joined an after‐school initiative that brought them together with students from a private Jewish day school located directly across the street. Even as students formed new perspectives on civic engagement throughout the year, internalized racism framed how they understood their capacity for civic action.

Teaching The American Dream: The Unintended Consequences For Latinx Students Conducting Participatory Action Research, Jennifer Lucko

Education | Faculty Conference Presentations

In this paper, I draw on my ethnographic fieldwork with Latinx English language learners in Northern California to consider how schools inadvertently contribute to internalized racism by teaching the ideal of an American meritocracy while obscuring issues of social justice affecting students and their families. In what follows I will briefly cover four main points. First, I explain the conceptual framework guiding my analysis of the relationship between school policies and practices and internalized racism. Second, I outline my fieldwork site and the research methods used during my study. Third, I describe how educational policies and practices at the Latinx …