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The Urban Review

Erschienen in:

28.08.2019

“It’s Everybody’s Job”: Youth and Adult Constructions of Responsibility to Take Action for School Change through PAR

verfasst von: Melanie Bertrand, Sarah M. Salinas, Dawn Demps, Roberto Rentería, E. Sybil Durand

Erschienen in: The Urban Review | Ausgabe 2/2020

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Abstract

Participatory action research (PAR) with youth holds potential to spur social justice-oriented change due to its explicit orientation to transform systemic inequity. Whereas youth in PAR projects embody agency in their actions, they hold less institutional power than adults in positions of authority. In addition, youth who have been marginalized along lines of race, dis/ability, language, and/or other forms of socially constructed difference may be positioned in ways that further undermine their power. How PAR with youth can lead to changes in policies and practices in the face of these power dynamics is not yet fully understood. One mechanism that may heighten the potential of PAR with youth to promote change is a shared sense of responsibility and agency between the youth involved in PAR and those adults they may be trying to influence. This article explores this area, investigating a PAR project involving junior high youth at a K-8 school in an urban area. We examine the youth and school adults’ constructions of responsibility and how these shaped possibilities for collective transformative agency. Ultimately, our article elucidates how PAR can more effectively be used as a lever to propel social justice in education.

Vorheriger Artikel “I Belong Here.”: Culturally Sustaining Pedagogical Praxes from an Alternative High School in Brooklyn

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Asian Americans are often stereotyped as a “model minority,” which obscures the structural racism and white supremacy that they face.

Thank you to the anonymous reviewer for making this point.

Critics of person-first language (Cohen-Rottenberg 2015; Collier 2012) have argued that placing the disability label after the person serves to stigmatize the disability. We resonate with this perspective of the person-first language while also resonating with those who argue that such language shows respect for the personhood of people with disabilities (Clarke et al. 2017). In this paper, we choose to use person-first language to refer to students with disabilities, following the practice of a range of scholars who approach disability from a sociocultural perspective (Artiles et al. 2016; González and Artiles 2015; Hernández-Saca et al. 2018). This choice seemed the best fit for this paper, which touches upon a range of power dynamics and identities but is not positioned within disabilities studies.

We report approximations of these figures to maintain confidentiality.

We follow García (2009) in using the term “emergent bilingual,” except when referring to official school designations of PAR members. This usage shifts the focus from perceived deficits to the assets of bilingualism.

All proper names are pseudonyms. To accurately portray the institutional practice at the school, we refer to students by first names and to school adults by Ms. or Mr., followed by the last name.

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Titel: “It’s Everybody’s Job”: Youth and Adult Constructions of Responsibility to Take Action for School Change through PAR
verfasst von: Melanie Bertrand
Sarah M. Salinas
Dawn Demps
Roberto Rentería
E. Sybil Durand
Publikationsdatum: 28.08.2019
Verlag: Springer Netherlands
Erschienen in: The Urban Review / Ausgabe 2/2020
Print ISSN: 0042-0972
Elektronische ISSN: 1573-1960
DOI: https://doi.org/10.1007/s11256-019-00537-y

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