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Many scholars have turned to the groundbreaking critical research methodology, Youth-Led Participatory Action Research (YPAR), as a way to address both the political challenges and inherent power imbalances of conducting research with young people. Revolutionizing Education makes an extraordinarily unique contribution to the literature on adolescents by offering a broad framework for understanding this research methodology. With an informative combination of theory and practice, this edited collection brings together student writings alongside those of major scholars in the field. While remaining sensitive to the methodological challenges of qualitative inquiry, Revolutionizing Education is the first definitive statement of YPAR as it relates to sites of education. 1. Intro: Participatory Action Research: A Pedagogy for Transformational Resistance Julio Cammarota and Michelle Fine 2. Collective Radical Imagination: Youth Participatory Action Research and the Art of Emancipatory Knowledge Shawn Ginwright 3. Participatory Action Research in the Contact Zone María Elena Torre and Michelle Fine with Natasha Alexander, Amir Bilal Billups, Yasmine Blanding, Emily Genao, Elinor Marboe, Tahani Salah, and Kendra Urdang. Response to Chapter 3 Maxine Greene 4. PAR Praxes for Now and Future Change: The Collective of Researchers on Educational Disappointment and Desire Eve Tuck, Jovanne Allen, Maria Bacha, Alexis Morales, Sarah Quinter, Jamila Thompson, Melody Tuck. Response to Chapter 4 Sandy Grande 5. Different Eyes/Open Eyes: Community-Based Participatory Action Research Caitlin Cahill, Indra Rios-Moore, and Tiffany Threatts. Response to Chapter 5 Pauline Lipman 6. 'The Opportunity if Not the Right to See': The Social Justice Education Project Augustine Romero, Julio Cammarota, Kim Dominguez, Luis Valdez, Grecia Ramirez, and Liz Hernandez. Response to Chapter 6 Luis C. Moll 7. Six Summers of YPAR: Learning, Action, and Change in Urban Education Ernest Morrell. Response to Chapter 7 John Rogers 8. Faith in Process, Faith in People: Confronting Policies of Social Disinvestment With PAR as Pedagogy for Expansion Chiara M. Cannella 9. An Epilogue, of Sorts Michelle Fine Julio Cammarota is Assistant Professor in the Bureau of Applied Research in Anthropology and the Mexican-American Studies and Research Center at the University of Arizona. Michelle Fine is Distinguished Professor of Social Psychology, Urban Education, and Women’s Studies at the Graduate School and University Center, City University of New York. \"In Revolutionizing Education: Youth Participatory Action Research in Motion , editors Julio Cammarota and Michelle Fine offer a compelling and complex vision of urban youth engaged in social justice research and action. In chapters that interweave theory, research, description, images, case study, narrative and reflection, readers are invited into the world of participatory action research (PAR), and specifically youth PAR (YPAR).\" -- Paula Echeverri and Kathy Hytten, Educational Researcher , Vol. 37, No. 8, November 2008

This book describes a three-year research project which built on students' learning experience, and addresses the issue of individual differences in mainstream primary schools in Hong Kong. The Learning Study model described in this volume presents a view

How often do your primary school pupils have the opportunity to engage in open-ended, sustained pieces of work that offer them choice and control? Do you find that the curriculum restricts openings to provide your pupils with real challenge? Is your school grappling with finding effective ways in which to elicit authentic pupil voice? Children as Researchers in Primary Schools is an innovative and unique resource for practitioners supporting children to become 'real world' researchers in the primary classroom. It will supply you with the skills and ideas you need to implement a 'children as researchers' framework in your school that can be adapted for different ages and abilities. Children in primary schools are accustomed to being set short-term goals and are often unaware of long-term aims or of the connections between the concepts and skills they are learning. In contrast, this book demonstrates that children engaging in the research process have authentic opportunities to apply invaluable personal, learning and thinking skills while managing their own projects, making their 'voices' heard and experiencing increased levels of engagement and self-esteem. Based on the author's 4-year research study exploring the experiences of young researchers and teachers in primary schools, and on her considerable experience of training young researchers, this book also contains: the history and theory behind 'children as researchers' initiatives; a model for good practice based on successful real life case studies; questions for reflective practice; practical examples of research in the classroom; photocopiable resources; opportunities for self-evaluation. This comprehensive resource will be appeal to primary teachers, educational p

The use of reflection as a tool to support and develop practice is becoming increasingly recognised across education, healthcare and the social sciences. Reflection is assumed to create depth of knowledge and meaning, both for self and those practised upon. Running alongside the use of reflection is the prevalent use of action research which some see as a way of approaching the study of human beings from a philosophical perspective, in which sharing takes place within mutually supportive environments. As a result, many academics and practitioners suggest that one cannot improve the methodology of action research without considering philosophical reflection. In Action Research and Reflective Practice , the author argues that reflective practice and action research can become mechanistic in their use unless fresh creative approaches are employed. Exploring the tension between the use of evidence-based practice, based upon solid ‘objective’ research, and reflection, with its ‘subjectivity’ and personal perception, this book argues that reflection is research. The author increases the use and effectiveness of both action research and reflection through the application of new creative and visual approaches. Action Research and Reflective Practice demonstrates that creative approaches can be utilised effectively in critically reflexive ways, creating a new style of action research that is both innovative and theoretically robust. The resultant approach will improve evidence-based research in education, healthcare and other social sciences to enhance perception and understanding of events, identity and self. This book will be highly beneficial to undergraduate and postgraduate students, as well as educational and social researchers, across a broad range of subjects within the social sciences. Paul McIntosh has a background of working as a practitioner in both health and social care in the field of learning disabilities, and extensive experience of higher education for health and social care professionals. He is currently a Research Fellow at Queen Mary, University of London. @contents: Selected Contents: Acknowledgements Preface Part 1: From evidence based practice to researcher of the self Chapter 1 The Tension in Evidence Based Practice and Reflective Practice Chapter 2 The Relationship between Reflection and Action Research Chapter 3 An overview of theories of consciousness and unconsciousness Part 2: Creativity and the practitioner-researcher Chapter 4 What do we mean by creativity? Chapter 5 Using metaphor and symbolism as analysis Chapter 6 Infinite Possibilities of Knowing and Transformation Chapter 7 Concluding Thoughts; the linkages to Action Research and Critical Creativity

The main feature of this book is a case story of a teacher action researcher, Vicki, undertaking research in her own school as part of an Advanced Diploma course. The second important feature is this study grew out of Dr Dadds’ own action research on her in-service course with a group of primary and middle school teachers which included Vicki. The case story examines Vicki’s three action research studies in turn; how they related to her work in the school; how she did her research; what problems she had to encounter; how she felt about her research and the people involved in it; what impact the research had on her feelings and ideas; and, what were some of the outcomes. Dr Dadds has written a rare case story of the realities of doing part-time action research in school and in doing so challenges and develops some of the existing theoretical positions on action research. She offers original insights into: the subjective and emotional dimensions of doing action research; the effects of government educational reform on teacher action research in school; and, the relationship between development through the medium of action research. Little so far has been written of the processes by which teacher’s action research projects become part of the life of a developing school.