Dana E. Wright is an Assistant Professor of Education at Connecticut College.

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• ContentsForewordChapter 1: Introduction Overview of the Central Youth United Participatory Action Research Project Researcher Location and Research Commitments Research Methods and the Study Context Overview of the Book Organization of the Book Chapter 2: Participatory Action Research (PAR) with Youth as Pedagogy Introduction What is Active Learning? The Youth Discourses: Systems of Reasoning that Frame Young People Adultism The Role of Asset-based Pedagogies in Building Sociopolitical ConsciousnessThe Contexts of Schooling and LearningWhat is Participatory Action Research with Youth?PAR with Youth as a Teaching and Learning ApproachPAR as a Pedagogical Approach in the Central Youth United ProjectChapter 3: The Context of Central Youth United and Participant Profiles IntroductionProfile of the Central NeighborhoodBackground of the Central Youth United ProjectOverview of the Central Youth United ProjectCentral Youth United Student Researcher ProfilesJocelynRashnaAlejandraTerrenceJasonMiguelEricVictorChendaAmeeraProfiles of Organizations Affiliated with the CYU ProjectCentral Community Development Center (CCDC)Central Community Organizing AllianceRepresenting OurselvesSister SpaceCentral Youth Task ForceYouth VoicesChapter 4: A Pedagogy of Praxis: Connecting Reflection and Action IntroductionParticipatory Action Research as a Structured Teaching ApproachCYU’s Purpose and Goals and Motivations to Join the ProjectA Community Building Curriculum to Promote Collaborative InquiryA Gradual Process to Bolster Marginalized Students’ VoiceA Pedagogy that Supports Youth Participation and Active LearningStructured Activities to Elicit Youth Voice, Experiences and PerspectivesTeaching Strategies to Guide and Build Knowledge ProducersConclusion: A Pedagogy of Praxis Approach Chapter 5: Situated Learning: Change Agents in a Meaningful Purpose IntroductionYouth Input and Decision-making: Contributing Ideas and ExperiencesRelational Leadership: A Dialogical Process in Communities of PracticeGroup Accountability within Relational LeadershipInspiring Teamwork and Engagement in Others Through Relational LeadershipPeer Mentorship as a Component of Relational Leadership DevelopmentEmergent Leadership Roles: Situated LearningA Sense of OwnershipAdult Role in Increasing Project OwnershipDeveloping Agency, Commitment and AccountabilityFeatures of Youth-led Work and ChallengesChallenges in Supporting a Youth-led ProcessConclusion: Situated Learning and Building AgencySituated LearningConnecting Ownership, Agency and Motivation through Communities of PracticePositive Youth Development and ParticipationChapter 6: Promoting Sociopolitical Analysis Skills IntroductionA Dialogic Approach that Taps Funds of Knowledge to Actively Construct IdeasDeveloping Sociopolitical Analysis SkillsThe Role of Vulnerability in Understanding Shared ChallengesConclusion: Sociopolitical Analysis DevelopmentChapter 7: Empowering Youth as Experts and Knowledge Producers IntroductionSuccessful Interventions by Instructors to Resolve Interpersonal ConflictsIncreasing Voice and Empowerment to Build AgencyImpact of the PAR Presentation and Next StepsDiscussionChapter 8: Tensions and Dilemmas in Sustaining Collaborative Work IntroductionCatalyzing Events Impacting Group DynamicsThe Importance of Reflective Space In Group ProcessesThe Importance of Critical Care Approaches in Teaching Students of ColorTensions in Partnerships between Student Researchers and InstructorsImpacts of Jason’s Disengagement on Group DynamicsLessons Learned about Instructors’ Roles and InterventionsTeaching Codes of Power to Navigate EnvironmentsSacrificing the Whole for One: The Need for BoundariesThe Construction of Four Context-Free "Bad Boys"DiscussionRoles, Strategies and Approaches in Central Youth UnitedDesign Issue: An Unfit Match?Design and Planning Issue: A Lack of Support for InstructorsDesign Issue: Bridging Two Youth OrganizationsDesign Issue: Connecting Macro- and Micro-level ViolenceConclusion: Implications for Youth and Adult PartnershipsAdults’ Support of Participatory Action Research Projects with YouthChapter 9: Conclusion Summary of Key PointsA Pedagogy of PraxisSignificance of a Pedagogy of PraxisSociopolitical Analysis DevelopmentRelational Leadership and AgencyYouth and Adult Partnerships: Power WithDilemmas and Challenges the PAR Project FacedTransferability of Study FindingsRecommendations for Teaching and Schools: PAR as PedagogyRecommendations for Practice: Participatory Action ResearchImplications for Policy and PlanningImplications for Future ResearchDiscussionReferences

Dana E. Wright is an Assistant Professor of Education at Connecticut College.

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• ContentsForewordChapter 1: Introduction Overview of the Central Youth United Participatory Action Research Project Researcher Location and Research Commitments Research Methods and the Study Context Overview of the Book Organization of the Book Chapter 2: Participatory Action Research (PAR) with Youth as Pedagogy Introduction What is Active Learning? The Youth Discourses: Systems of Reasoning that Frame Young People Adultism The Role of Asset-based Pedagogies in Building Sociopolitical ConsciousnessThe Contexts of Schooling and LearningWhat is Participatory Action Research with Youth?PAR with Youth as a Teaching and Learning ApproachPAR as a Pedagogical Approach in the Central Youth United ProjectChapter 3: The Context of Central Youth United and Participant Profiles IntroductionProfile of the Central NeighborhoodBackground of the Central Youth United ProjectOverview of the Central Youth United ProjectCentral Youth United Student Researcher ProfilesJocelynRashnaAlejandraTerrenceJasonMiguelEricVictorChendaAmeeraProfiles of Organizations Affiliated with the CYU ProjectCentral Community Development Center (CCDC)Central Community Organizing AllianceRepresenting OurselvesSister SpaceCentral Youth Task ForceYouth VoicesChapter 4: A Pedagogy of Praxis: Connecting Reflection and Action IntroductionParticipatory Action Research as a Structured Teaching ApproachCYU’s Purpose and Goals and Motivations to Join the ProjectA Community Building Curriculum to Promote Collaborative InquiryA Gradual Process to Bolster Marginalized Students’ VoiceA Pedagogy that Supports Youth Participation and Active LearningStructured Activities to Elicit Youth Voice, Experiences and PerspectivesTeaching Strategies to Guide and Build Knowledge ProducersConclusion: A Pedagogy of Praxis Approach Chapter 5: Situated Learning: Change Agents in a Meaningful Purpose IntroductionYouth Input and Decision-making: Contributing Ideas and ExperiencesRelational Leadership: A Dialogical Process in Communities of PracticeGroup Accountability within Relational LeadershipInspiring Teamwork and Engagement in Others Through Relational LeadershipPeer Mentorship as a Component of Relational Leadership DevelopmentEmergent Leadership Roles: Situated LearningA Sense of OwnershipAdult Role in Increasing Project OwnershipDeveloping Agency, Commitment and AccountabilityFeatures of Youth-led Work and ChallengesChallenges in Supporting a Youth-led ProcessConclusion: Situated Learning and Building AgencySituated LearningConnecting Ownership, Agency and Motivation through Communities of PracticePositive Youth Development and ParticipationChapter 6: Promoting Sociopolitical Analysis Skills IntroductionA Dialogic Approach that Taps Funds of Knowledge to Actively Construct IdeasDeveloping Sociopolitical Analysis SkillsThe Role of Vulnerability in Understanding Shared ChallengesConclusion: Sociopolitical Analysis DevelopmentChapter 7: Empowering Youth as Experts and Knowledge Producers IntroductionSuccessful Interventions by Instructors to Resolve Interpersonal ConflictsIncreasing Voice and Empowerment to Build AgencyImpact of the PAR Presentation and Next StepsDiscussionChapter 8: Tensions and Dilemmas in Sustaining Collaborative Work IntroductionCatalyzing Events Impacting Group DynamicsThe Importance of Reflective Space In Group ProcessesThe Importance of Critical Care Approaches in Teaching Students of ColorTensions in Partnerships between Student Researchers and InstructorsImpacts of Jason’s Disengagement on Group DynamicsLessons Learned about Instructors’ Roles and InterventionsTeaching Codes of Power to Navigate EnvironmentsSacrificing the Whole for One: The Need for BoundariesThe Construction of Four Context-Free "Bad Boys"DiscussionRoles, Strategies and Approaches in Central Youth UnitedDesign Issue: An Unfit Match?Design and Planning Issue: A Lack of Support for InstructorsDesign Issue: Bridging Two Youth OrganizationsDesign Issue: Connecting Macro- and Micro-level ViolenceConclusion: Implications for Youth and Adult PartnershipsAdults’ Support of Participatory Action Research Projects with YouthChapter 9: Conclusion Summary of Key PointsA Pedagogy of PraxisSignificance of a Pedagogy of PraxisSociopolitical Analysis DevelopmentRelational Leadership and AgencyYouth and Adult Partnerships: Power WithDilemmas and Challenges the PAR Project FacedTransferability of Study FindingsRecommendations for Teaching and Schools: PAR as PedagogyRecommendations for Practice: Participatory Action ResearchImplications for Policy and PlanningImplications for Future ResearchDiscussionReferences

Dana E. Wright is an Assistant Professor of Education at Connecticut College.

Select Guide Rating

• ContentsForewordChapter 1: Introduction Overview of the Central Youth United Participatory Action Research Project Researcher Location and Research Commitments Research Methods and the Study Context Overview of the Book Organization of the Book Chapter 2: Participatory Action Research (PAR) with Youth as Pedagogy Introduction What is Active Learning? The Youth Discourses: Systems of Reasoning that Frame Young People Adultism The Role of Asset-based Pedagogies in Building Sociopolitical ConsciousnessThe Contexts of Schooling and LearningWhat is Participatory Action Research with Youth?PAR with Youth as a Teaching and Learning ApproachPAR as a Pedagogical Approach in the Central Youth United ProjectChapter 3: The Context of Central Youth United and Participant Profiles IntroductionProfile of the Central NeighborhoodBackground of the Central Youth United ProjectOverview of the Central Youth United ProjectCentral Youth United Student Researcher ProfilesJocelynRashnaAlejandraTerrenceJasonMiguelEricVictorChendaAmeeraProfiles of Organizations Affiliated with the CYU ProjectCentral Community Development Center (CCDC)Central Community Organizing AllianceRepresenting OurselvesSister SpaceCentral Youth Task ForceYouth VoicesChapter 4: A Pedagogy of Praxis: Connecting Reflection and Action IntroductionParticipatory Action Research as a Structured Teaching ApproachCYU’s Purpose and Goals and Motivations to Join the ProjectA Community Building Curriculum to Promote Collaborative InquiryA Gradual Process to Bolster Marginalized Students’ VoiceA Pedagogy that Supports Youth Participation and Active LearningStructured Activities to Elicit Youth Voice, Experiences and PerspectivesTeaching Strategies to Guide and Build Knowledge ProducersConclusion: A Pedagogy of Praxis Approach Chapter 5: Situated Learning: Change Agents in a Meaningful Purpose IntroductionYouth Input and Decision-making: Contributing Ideas and ExperiencesRelational Leadership: A Dialogical Process in Communities of PracticeGroup Accountability within Relational LeadershipInspiring Teamwork and Engagement in Others Through Relational LeadershipPeer Mentorship as a Component of Relational Leadership DevelopmentEmergent Leadership Roles: Situated LearningA Sense of OwnershipAdult Role in Increasing Project OwnershipDeveloping Agency, Commitment and AccountabilityFeatures of Youth-led Work and ChallengesChallenges in Supporting a Youth-led ProcessConclusion: Situated Learning and Building AgencySituated LearningConnecting Ownership, Agency and Motivation through Communities of PracticePositive Youth Development and ParticipationChapter 6: Promoting Sociopolitical Analysis Skills IntroductionA Dialogic Approach that Taps Funds of Knowledge to Actively Construct IdeasDeveloping Sociopolitical Analysis SkillsThe Role of Vulnerability in Understanding Shared ChallengesConclusion: Sociopolitical Analysis DevelopmentChapter 7: Empowering Youth as Experts and Knowledge Producers IntroductionSuccessful Interventions by Instructors to Resolve Interpersonal ConflictsIncreasing Voice and Empowerment to Build AgencyImpact of the PAR Presentation and Next StepsDiscussionChapter 8: Tensions and Dilemmas in Sustaining Collaborative Work IntroductionCatalyzing Events Impacting Group DynamicsThe Importance of Reflective Space In Group ProcessesThe Importance of Critical Care Approaches in Teaching Students of ColorTensions in Partnerships between Student Researchers and InstructorsImpacts of Jason’s Disengagement on Group DynamicsLessons Learned about Instructors’ Roles and InterventionsTeaching Codes of Power to Navigate EnvironmentsSacrificing the Whole for One: The Need for BoundariesThe Construction of Four Context-Free "Bad Boys"DiscussionRoles, Strategies and Approaches in Central Youth UnitedDesign Issue: An Unfit Match?Design and Planning Issue: A Lack of Support for InstructorsDesign Issue: Bridging Two Youth OrganizationsDesign Issue: Connecting Macro- and Micro-level ViolenceConclusion: Implications for Youth and Adult PartnershipsAdults’ Support of Participatory Action Research Projects with YouthChapter 9: Conclusion Summary of Key PointsA Pedagogy of PraxisSignificance of a Pedagogy of PraxisSociopolitical Analysis DevelopmentRelational Leadership and AgencyYouth and Adult Partnerships: Power WithDilemmas and Challenges the PAR Project FacedTransferability of Study FindingsRecommendations for Teaching and Schools: PAR as PedagogyRecommendations for Practice: Participatory Action ResearchImplications for Policy and PlanningImplications for Future ResearchDiscussionReferences