ERIC Number: EJ1140118
Record Type: Journal
Publication Date: 2017
Pages: 6
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1085-3545
EISSN: N/A
YPAR, Critical Whiteness, and Generative Possibilities. A Response to "Sam and Cristina: A Critical Dialogue between a Teacher and Student about the Commoditization of People of Color by Schools"
Corces-Zimmerman, Chris; Utt, Jamie; Cabrera, Nolan L.
Democracy & Education, v25 n1 Article 10 2017
In this response to the article by Tanner and Corrie, the authors provide three critiques of the methodology and theoretical framing of the study with the hopes of informing future scholarship and practice. Specifically, the three critiques addressed in this paper include the integration of CWS frameworks and YPAR methodology, the application and description of CWS and YPAR frameworks, and the role of power in the relationship between educator and student that served as the central medium for the study. [For "Sam and Cristina: A Critical Dialogue between a Teacher and Student about the Commoditization of People of Color by Schools," see EJ1120096.]
Descriptors: Youth, Participatory Research, Action Research, Critical Theory, Research Methodology, Power Structure, Teacher Student Relationship, Whites, Democracy, Commercialization, Minority Group Students
Lewis & Clark Graduate School of Education and Counseling. 0615 SW Palatine Hill Road MSC 93, Portland, OR 97219. Tel: 503-768-6054; Fax: 503-768-6053; e-mail: journal@lclark.edu; Web site: http://democracyeducationjournal.org/home
Publication Type: Journal Articles; Reports - Evaluative; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A