Augustine Romero

Participatory Action Research for High School Students: Transforming Policy, Practice, and the Personal With Social Justice Education

The authors discuss how participatory action research (PAR) informs the pedagogy and epistemology of the social justice education. PAR facilitates students’ engagement in their social context and acquisition of knowledge to initiate personal and social transformation. The scope of research contains knowledge about social justice issues negatively influencing the students’ experiences. This knowledge is essential for what has been described as social justice youth development in which young people participate in practices geared toward achieving an egalitarian world with safe, vibrant neighborhoods that support healthy,positive youth identities. The article is based on program evaluation data collected for progress reports mandated by the project’s financial backers. Funding supports technical assistance provided by the university in the way of teaching students qualitative research methods. The authors’ roles involve both assisting the course instructor with teaching methodologies and collecting data for evaluative purposes. High school students in small project groups (five to six members) conduct participatory action research with the intent of transforming the personal, policies and practices.

A Barrio Pedagogy: Identity, Intellectualism, Activism, and Academic Achievement through the Evolution of Critically Compassionate Intellectualism.

In this paper we forward our experiences and understanding of how we have used critical race theory (CRT) in our classrooms; more importantly, we bring forth the voices of students as a method of conveying the impact of our CRT classroom exercises. These exercises are parts of three structures that we created to counter the reality of racism and subordination within the American education system. These creations are: the Social Justice Education Project (SJEP); the Critically Compassionate Intellectualism Model of Transformative Education (CCI); and CCI’s Third Dimension. An explanation and description of the SJEP and CCI are forthcoming in the next section of this paper, and in last section of this paper we explain CCI’s Third Dimension.

A social justice epistemology and pedagogy for Latina/o students: Transforming public education with participatory action research

The article reports on Latina/o high school students who conducted participatory action research (PAR) on problems that circumscribe their possibilities for self-determination. The intention is to legitimize student knowledge to develop effective educational policies and practices for young Latinas/os. PAR is engaged through the Social Justice Education Project, which provides students with all social science requirements for their junior and senior years. The mandated curriculum is supplemented with advanced-level readings from Chicana/o studies, critical race theory, critical pedagogy, and, most important, PAR. The intention is for students to meet the requirements for graduation and to develop sophisticated critical analyses to address problems in their own social contexts.

The opportunity if not the right to see: The social justice education project

Revolutionizing Education: Youth participatory action research in motion , Revolutionizing Education: Youth participatory action research in motion , کتابخانه مرکزی دانشگاه علوم پزشکی تهران