NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1045190
Record Type: Journal
Publication Date: 2014-Nov
Pages: 22
Abstractor: As Provided
Reference Count: 48
ISSN: ISSN-0042-0972
Questioning Our Questions: Assessing Question Asking Practices to Evaluate a yPAR Program
Grace, Sarah; Langhout, Regina Day
Urban Review: Issues and Ideas in Public Education, v46 n4 p703-724 Nov 2014
The purpose of this research was to examine question asking practices in a youth participatory action research (yPAR) after school program housed at an elementary school. The research question was: In which ways did the adult question asking practices in a yPAR setting challenge and/or reproduce conventional models of power in educational settings? We aligned Fink's taxonomy ("Creating significant learning experiences: an integrated approach to designing college courses." Jossey-Bass, San Francisco, 2003) to Freire's ("The pedagogy of the oppressed." Continuum, New York, 1970/2000) banking concept and problem-posing educational models. All adult questions were categorized from twelve randomly selected yPAR sessions over 2 years. The program served 4th and 5th grade students. Of the 500+ questions adults asked, 17% were foundational (aligned with Freire's banking concept). All other questions were aligned with Freire's problem-posing model. Specifically, 34% were application, 3% were integration, 15% were caring, 11% were human dimension, and 8% were learning how to learn questions. By studying question asking patterns and practices, we gained a better understanding of how students and adults navigated this particular after school space, which, at its core, sought to disrupt conventional notions of power and status.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A