Opportunities for Youth Participatory Action Research to Inform Local Educational Policy Making
Youth participatory action research (YPAR) is an equity-focused approach intended to generate local knowledge and democratize the production of research evidence. We explore the promise and challenges of YPAR to inform education policy decision-making. In particular, we focus on California’s LCAP (Local Control and Accountability Plan) initiative, in which districts are mandated to engage with diverse stakeholders to make decisions. We argue that YPAR can offer additional insights and evidence that are otherwise unlikely to be considered in the policy process. We provide a case example of a district currently using YPAR to inform their LCAP work and offer recommendations for how YPAR can support educational equity and education policy change, identifying barriers to implementation and lessons learned.
COAUTHORS: ALISON COHEN, UNIVERSITY OF SAN FRANCISCO; EMILY OZER, UNIVERSITY OF CALIFORNIA BERKELEY; ADAM VOIGHT, CLEVELAND STATE UNIVERSITY; MICHELLE ABRACZINSKAS, ARIZONA STATE UNIVERSITY; BEN KIRSHNER, UNIVERSITY OF COLORADO, BOULDER; MOLLY DEVINNEY, UNIVERSITY OF CALIFORNIA, BERKELEY
This action research study investigated to what extent using the number line as an instructional strategy improves three-digit addition and subtraction problemsolving skills of second graders in an urban classroom setting. To support the students’ conceptual understanding of place value and the number line, the Educreations app was integrated into class after the introduction of the number line and related skills. Creating the Educreations videos supported this instructional strategy which was demonstrated in the students’ verbal and visual explanation of their conceptual understanding of the number line, place value and their process of solving the given problems.
COAUTHORS: SELMA KOÇ, CLEVELAND STATE UNIVERSITY AND MARISSA CHAMBERS, CAMPUS INTERNATIONAL SCHOOL.
Safe Rebellious Places: The Value of Informal Spaces in Schools to Counter the Emotional Silencing of Youth of Color
Drawing on qualitative research with adolescent youth of color, this paper imagines the power and potential of informal youth-driven spaces in schools as sites of safety and of rebellion. Specifically, we examine the racialized and gendered feeling rules that govern the social worlds of schools. We theorize how the presence of informal youth-driven spaces provide a place where students of color can safely express their emotions, experience emotional understanding from their peers, and freely critique the institutional and systemic injustices they experience. Our findings detail the presence of restrictive feeling rules in schools, and the benefits of informal spaces for the emotional lives of youth of color.
COAUTHORS: KATIE CLONAN-ROY, CLEVELAND STATE UNIVERSITY; NORA GROSS AND CHARLOTTE JACOBS, BOTH OF THE UNIVERSITY OF PENNSYLVANIA GRADUATE SCHOOL OF MEDICINE