Centering community: enacting culturally responsive-sustaining YPAR during COVID-19

Marciano, Joanne E.; Peralta, Lee Melvin; Lee, Ji Soo; Rosemurgy, Hannah; Holloway, L.; Bass, Justice

doi:10.1108/jme-04-2020-0026

Cited by 15 publications

(17 citation statements)

References 8 publications

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“…This review has provided an overview of literature concerning the use of participatory approaches during the Covid-19 pandemic, with substantive focus on the methodological implications and the challenges of using distance-based methods. The majority of empirical entries detailed the adaptation of existing research projects (e.g., Marciano et al, 2020; Marzi, 2020) and as such pre-existing social ties between researchers and participants may have already been established which could make the transition to a distanced setting easier. However, research such as Dube (2020) suggests that participatory research can be conducted effectively solely from a distance even in projects which are novel ventures.…”

Section: Discussionmentioning

confidence: 99%

Participatory Research Approaches in Times of Covid-19: A Narrative Literature Review

Hall

Gaved

Sargent

2021

International Journal of Qualitative Methods

121

131

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This review aims to collate and organize the current literature base on the use of participatory research methods within Covid-19 and pandemic contexts. Participatory approaches rely on establishing trust and rapport between researchers and participants and advocate actively involving participants in the planning, implementation and evaluation of a research issue. However, by transitioning such approaches to an online and geographically distributed context, the openness and equitability of participatory approaches may be reduced or lost. By providing an overview of current empirical and guidance literature on the use of participatory approaches within the context of Covid-19, this review not only offers a basis for how a variety of methods may be used and adapted to distanced contexts, but also explicates the challenges associated with the use of these methods and the wider methodological implications posed by the Covid-19 pandemic. Furthermore, this review outlines the issues associated with conducting this type of research more generally, providing implications for how distance-based participatory methods may be used in wider contexts where face-to-face interaction may not be appropriate, or fieldwork may be disrupted due to logistical reasons.

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Section: Discussionmentioning

confidence: 99%

Participatory Research Approaches in Times of Covid-19: A Narrative Literature Review

Hall

Gaved

Sargent

2021

International Journal of Qualitative Methods

121

131

View full text Add to dashboard Cite

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“…In line with the above, researchers argue for the urgent need to systematize and target communication with youth during the pandemic [55], to foster the call for youth inclusion "in matters that affect their lives" [56], and to underline the importance of "youth leadership in rebuilding a sustainable world in the post-COVID 19 period" [57]. With respect to this issue scientists further highlight the relevance of providing culturally responsive and sustaining youth participatory activities during COVID-19 [58]. Studies from different countries confirm the rise in patriotic feelings among youth who engage in social volunteering and support for vulnerable populations during COVID 19 [59].…”

Section: Current Trends In Academic Studiesmentioning

confidence: 98%

University Discourse to Foster Youth’s Sustainability in Society amidst COVID19: International and Russian Features

Atabekova

2020

Sustainability

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This paper explores university discourse as a conceptual-communicative macrostructure that verbally represents international organizations’ and universities’ policies and activities to support youth’s sustainable development to support youth’s sustainable development amidst COVID19. The materials include universities’ official site information and higher education-related data from international organizations regarding universities’ activities during the pandemic. The textual corpus from 172 universities from Africa, Asia, Europe, North and Latin America, Oceania, as well as 164 documents with essential international institutional affiliations, were explored. The methodology combined qualitative and quantitative tools, theoretical, and empirical analysis. Data processing rested on thematic content analysis. Manual and computer-based coding techniques were applied. The analysis made it possible to identify major concepts and their constituents which form a verbally expressed conceptual macrostructure of university knowledge and action in fostering youth’s sustainability during pandemics. The findings revealed some standard features within universities communication dimensions, on the one hand, and some specific to Russian universities on the other. Differences between universities and international organizations concerning communication focus were also identified. The research findings result in tentative recommendations to bridge Academia, University, and Society in efforts to foster youth’s status and sustainability in contemporary civilization.

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“…While each teacher candidate had his or her own unique story, two candidate narratives (one from each course) were selected as examples to help readers appreciate the struggles evidenced across the semester. Components of culturally responsive-sustaining education theory were used as an analytic frame through which to consider candidates' experiences (Marciano et al, 2020) derived from candidates' weekly reflections on their hybrid teaching, videos of their teaching and in-class contributions during discussions within the graduate courses.…”

Section: Methodsmentioning

confidence: 99%

Lessons from the COVID epicenter: how teacher candidates of color and the academy adapted to remote instruction

Magaldi

Fayne

2022

JME

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Purpose Given the challenges of remote learning and the pandemic’s disproportionate impact on communities of color, this paper aims to present the voices of teacher candidates of color working on the frontlines of remote learning in communities of color hard-hit by the pandemic and to understand changes made in the shift to remote instruction for teacher education at the university level. Design/methodology/approach Two teacher candidate narratives are presented as case studies along with findings from a self-study on the changes necessitated by remote instruction in two teacher preparation courses at the university level. Findings Findings underscore teacher candidates’ fortitude amidst compound stress. Emergent themes included flexibility, adapting, reaching out for help, problem-solving and drawing on their own experiences. Themes also included struggle, fatigue and feelings of incompetence. At the university level, teacher education preparation required flexibility and opening up space for collaborative problem-solving. Originality In urban communities of color, pre-pandemic disparities in under-resourced public schools not only persisted but were intensified by the pandemic’s unequal impact on people of color. This study foregrounds the voices and experiences of teacher candidates of color teaching remotely, providing contributions to the field derived from their lived experiences. Their voices are essential data, bringing much needed attention to obstacles of remote teaching in communities of color and to the resourcefulness teacher candidates demonstrated in service of multicultural education.

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Centering community: enacting culturally responsive-sustaining YPAR during COVID-19

Cited by 15 publications

References 8 publications

Participatory Research Approaches in Times of Covid-19: A Narrative Literature Review

Participatory Research Approaches in Times of Covid-19: A Narrative Literature Review

University Discourse to Foster Youth’s Sustainability in Society amidst COVID19: International and Russian Features

Lessons from the COVID epicenter: how teacher candidates of color and the academy adapted to remote instruction

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