Transforming School Hallways Through Critical Inquiry: Multimodal Literacies for Civic Engagement

DeJaynes, Tiffany A; Curmi-Hall, Christopher

doi:10.1002/jaal.991

Cited by 11 publications

(11 citation statements)

References 23 publications

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“…For a school to be able to enact such work requires critical and committed educators, ones who are willing to put themselves between students and potential retaliation (from administrators, other teachers in the school, concerned parents, etc.). That said, the risk to students of activism within their school can be mediated and minimized by school-based allies but it cannot be eliminated (DeJaynes, 2019;DeJaynes and Curmi-Hall, 2019). Adults with power in the school rallied around this project: teachers wrote poetry and actively participated in focus groups, offered guidance and worked alongside youth.…”

Section: Discussionmentioning

confidence: 99%

“…YPAR offers opportunities for multimodal and multigenerational leadership and shared expertise (DeJaynes and Curmi-Hall, 2019;Fox and Fine, 2015) as well as a rich space for adult facilitators to engage in "critical self-reflection" and "collective identity" with youth (Kennedy, 2018, p. 301). Furthermore, participatory research often highlights creative methods of data collection and representation; visual arts, dance, poetry, chapbooks and photovoice, and other modes of representation are valued as a means of building (and sharing) data with community participants (Fox, 2015;Girls for Gender Equity, 2011;Tuck, 2012).…”

mentioning

confidence: 99%

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Participatory action research in schools: unpacking the lived inequities of high stakes testing

DeJaynes

Cortes

Hoque

2020

ETPC

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Purpose This paper aims to examine a school-based Youth Participatory Action Research (YPAR) project on educational inequity and high stakes testing. Design/methodology/approach A former high school teacher (currently a university professor) and two former students (currently research assistants and university students) take up a youth studies framework to collaboratively resee multimodal artifacts from a tenth-grade course in qualitative research. Findings Findings illustrate the power of finding allies in peers and educators; the transformative power of deep participation; and the longitudinal nature of social change and action. Thus, this research demonstrates that when students are positioned as researchers, experts and knowledge producers, they can collaborate with one another, teachers and administrators to confront social inequities within their schools and beyond. Originality/value This study has value for applying critical, youth-centered pedagogies in secondary English language arts classrooms and schools.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Participatory action research in schools: unpacking the lived inequities of high stakes testing

DeJaynes

Cortes

Hoque

2020

ETPC

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“…However, it may be argued that the sharing of these photographs (often with captions) is another way of involving participants in data analysis, given that they have some control over what gets shared. This was the case in a number HANNA 28 beijing international review of education 2 (2020) 11-34 of the studies, where a school-or community-based exhibition was set up (e.g., DeJaynes & Curmi-Hall, 2019;Rogers, 2017;Rose et al, 2016;Call-Cummings & Martinez, 2016;Kaplan et al, 2007;Mitchell et al, 2006). Nevertheless, it remains the case that the audience has the freedom to interpret the images on display in their own way, which may be entirely different from the intentions of the learner-photographers, and therefore may not promote the kind of 'counter storytelling' that scholars such as Goessling (2018) or Allen (2009) might wish for.…”

Section: 2mentioning

confidence: 99%

Photography as a Research Method with Learners in Compulsory Education: A Research Review

Hanna

2020

Beijing Int. Rev. Educ.

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This article offers a review of thirty-one research articles from 2001–2019 on the use of photography as a research method with learners in compulsory education. Understood within the scope of ‘visual’, ‘participatory’ and ‘arts-based’ research methods, many scholars have linked the increased use of the photographic method to greater awareness of the rights of the child and changing understandings of children as full ‘human beings’ with agency rather than simply vulnerable ‘human becomings’. Nevertheless, photography is still a relatively under-utilised approach in research with learners in school-based compulsory education and its use is not widespread globally. Against the background of the history of visual and photographic methods in general and in education in particular, this article highlights two key themes in the empirical research literature: why the photographic method is used (dealing with representation, participation and emancipation); and how the photographic method and the photos themselves are used (pre-generated and participant-generated photographs). It closes with a reflection on what may be holding back its expansion, including key ethical concerns, and a proposal for encouraging its use in education.

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“…As participant researchers, adolescents explore relevant social issues and critically examine multimodal texts to understand root causes of oppression, critique dominant narratives, and participate in collaborative decision making and action (Kornbluh, Ozer, Allen, & Kirshner, 2015). Such critical literacy experiences shape adolescents as confident citizens capable of resisting manipulation (DeJaynes & Curmi‐Hall, 2019; Stornaiuolo & Thomas, 2017).…”

Section: Reframing Civic Engagement Discourse With Yparmentioning

confidence: 99%

Tapping Teen Power: (Re)Positioning Students for Civic Action

Koudelka¹

2020

J Adolescent & Adult Lit

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Conducting Youth Participatory Action Research (YPAR) is more than a methodology; it is an epistemology—a way of positioning adolescents as agents for critical civic praxis. Educators attempting to use YPAR in traditional spaces often must navigate tensions between this type of critical pedagogy and systems that limit the definition of citizenship to civic engagement and position adolescents as passive consumers. The author examines how engaging adolescents in an action research project is subsequently reflected in their civic praxis. The author conducted a critical discourse analysis (Fairclough, 2015) to observe patterns of agency, civic praxis, and social discourse among ten high school freshmen from a rural school district in the Midwestern United States. This article describes the second phase of the qualitative study in which the adolescents completed a youth participatory action research project exploring the problem of bullying at their high school.

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Transforming School Hallways Through Critical Inquiry: Multimodal Literacies for Civic Engagement

Cited by 11 publications

References 23 publications

Participatory action research in schools: unpacking the lived inequities of high stakes testing

Participatory action research in schools: unpacking the lived inequities of high stakes testing

Photography as a Research Method with Learners in Compulsory Education: A Research Review

Tapping Teen Power: (Re)Positioning Students for Civic Action

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