NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ860612
Record Type: Journal
Publication Date: 2009
Pages: 13
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1533-8916
A Social Justice Epistemology and Pedagogy for Latina/o Students: Transforming Public Education with Participatory Action Research
Cammarota, Julio; Romero, Augustine F.
New Directions for Youth Development, n123 p53-65 Fall 2009
The article reports on Latina/o high school students who conducted participatory action research (PAR) on problems that circumscribe their possibilities for self-determination. The intention is to legitimize student knowledge to develop effective educational policies and practices for young Latinas/os. PAR is engaged through the Social Justice Education Project, which provides students with all social science requirements for their junior and senior years. The mandated curriculum is supplemented with advanced-level readings from Chicana/o studies, critical race theory, critical pedagogy, and, most important, PAR. The intention is for students to meet the requirements for graduation and to develop sophisticated critical analyses to address problems in their own social contexts. (Contains 17 notes.)
Jossey-Bass. Available from John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A