Taking it to the Streets

Dixson, Adrienne D.; James, ArCasia; Frieson, Brittany L.

doi:10.4324/9781315100944-6

Cited by 3 publications

(2 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Yet they also interrogated notions of credible "evidence" and designed steps to "create data," which did not mean unethical tampering of information; rather, this was their language for claiming their lived experiences with educational inequities as data and evidence too. This act aligned with PAR's historical attention to the self-determination of oppressed people (Akom, 2011;Dixson et al, 2019).…”

Section: Our Meta-analysismentioning

confidence: 83%

See 1 more Smart Citation

“Nothing about us without us”: Tending to emancipatory ideologies and transformative goals in participatory action research partnerships

Wilson

Nickson

Hetrick

et al. 2022

Qualitative Research

View full text Add to dashboard Cite

In this paper, a collaborative group of university researchers and a community organizer who participated in a 2-year participatory action research (PAR) partnership reflect upon their inquiry process and analyze its effects. Authors examine the benefits, challenges, and potential of using PAR to advance educational justice and transformative goals amidst austere neoliberal education reforms, such as public school closure and state sanctioned privatization. Authors consider ways PAR can reflect emancipatory ideologies, enable social and political change, and disrupt oppressive dynamics that many urban education organizers and activists oppose. Insights pertain to cultivating community-based norms that foster collective learning, agency, and social action, while also confronting methodological tensions in the work. Such tensions pertained to varied ideas about emotionality in research, research design, and the layered power dynamics of university-community relations. Authors highlight implications for implementing justice-oriented PAR in urban education arenas affected by intensifying neoliberal political contexts.

show abstract

Section: Our Meta-analysismentioning

confidence: 83%

“…Their approach to constructing the PAR process countered colonizing research methods (Zavala, 2013). And, in line with the origins of PAR, they demonstrated their agency as people of color striving toward self-determination (Akom, 2011; Dixson et al, 2019) and affirmation.…”

Section: Introductionmentioning

confidence: 79%

“Nothing about us without us”: Tending to emancipatory ideologies and transformative goals in participatory action research partnerships

Wilson

Nickson

Hetrick

et al. 2022

Qualitative Research

View full text Add to dashboard Cite

show abstract

Youth Development Staff Experiences During the COVID-19 Pandemic: a Mixed Methods Study

Woodberry-Shaw

Akiva

Lewis

2022

Child Youth Care Forum

View full text Add to dashboard Cite

Background Youth-serving organizations in the United States provide programs, activities, and opportunities for young people before school, during school, after school, in summer, and on weekends. At the core of youth-serving organizations are the adults; that is, youth development staff. Objective In this explanatory sequential mixed methods study we explored youth development staff’s stress and worries, their compassion satisfaction, and whether stress and compassion satisfaction varied by race/ethnicity and gender during the early months of the COVID-19 pandemic – a collective trauma event. Methods We surveyed 283 youth development staff and interviewed a subset of 25. Results Results suggest that youth development staff experienced stress and compassion satisfaction during the COVID-19 pandemic. Conclusion We recommend organizational leaders provide youth development staff with support before a collective trauma event. They can work to change, add, or remove policies, practices, and routines to help decrease stress and increase compassion satisfaction. In addition, based on our results from this study our primary recommendation specific to collective trauma events, after taking care of their own personal wellness, is for youth development staff to focus on what is in their control and work to do those things for as many young people as they can.

show abstract

Liberatory praxis in preservice teacher education: claiming Afrocentricity as foundational in critical language and literacy teaching

Wynter-Hoyte

Long

Frazier³

et al. 2020

International Journal of Qualitative Studies in Education

View full text Add to dashboard Cite

Taking it to the Streets

Cited by 3 publications

References 1 publication

“Nothing about us without us”: Tending to emancipatory ideologies and transformative goals in participatory action research partnerships

“Nothing about us without us”: Tending to emancipatory ideologies and transformative goals in participatory action research partnerships

Youth Development Staff Experiences During the COVID-19 Pandemic: a Mixed Methods Study

Liberatory praxis in preservice teacher education: claiming Afrocentricity as foundational in critical language and literacy teaching

Contact Info

Product

Resources

About