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Teaching The American Dream: The Unintended Consequences For Latinx Students Conducting Participatory Action Research, Jennifer Lucko
Teaching The American Dream: The Unintended Consequences For Latinx Students Conducting Participatory Action Research, Jennifer Lucko
Jennifer Lucko
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 …
Crossing The Street: Civic Engagement And The Politics Of Belonging Among Latino And Jewish Middle School Students In Northern California, Jennifer Lucko
Crossing The Street: Civic Engagement And The Politics Of Belonging Among Latino And Jewish Middle School Students In Northern California, Jennifer Lucko
Jennifer Lucko
In this paper, I draw on 10 months of fieldwork with English language learners in Northern California to explore the possibilities and limitations of Participatory Action Research (PAR) in schools doubly segregated by race and class. Today much of the progress integrating American public schools that occurred in the decade following Brown vs. Board of Education has been reversed—even as the overall population of public school students has become increasingly diverse (Orfield et. al. 2014). During the 2011-2012 academic year, 55% of Latino students and 45% of Black students in California attended intensely segregated schools (i.e., 91-100% minority students), and …
Positionality And Power In Par: Exploring The Competing Motivations Of Par Stakeholders With Latinx Middle School Students In Northern California, Jennifer Lucko
Jennifer Lucko
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.
Reframing Success: Participatory Impacts Of Storytelling In Par Collaborative With Latinx Middle School Students, Jennifer Lucko
Reframing Success: Participatory Impacts Of Storytelling In Par Collaborative With Latinx Middle School Students, Jennifer Lucko
Jennifer Lucko
This article examines the participatory impact of a storytelling project on a small group of Latinx English learners in a sixth grade classroom. The storytelling project unexpectedly emerged as a positive ripple effect from a Participatory Action Research (PAR) initiative to foster civic empowerment among middle school students in an English Language Development classroom in Northern California during the 2014–2015 academic year. As the university researcher and classroom teacher worked together on the PAR project, they came to understand the importance of storytelling for this group of students and agreed to create a safe classroom space with appropriate instructional support …