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Showing 1 to 15 of 20 results Save | Export
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Moyer, Jeffrey S.; Warren, Mark R.; King, Andrew R. – Harvard Educational Review, 2020
The use of narratives and storytelling has become an increasingly common strategy in grassroots organizing and advocacy efforts to influence policy change. Drawing on qualitative interviews and observations, Jeffrey Moyer, Mark Warren, and Andrew King present a case study of the successful campaign by Voices of Youth in Chicago Education (VOYCE)…
Descriptors: Story Telling, Advocacy, Public Policy, Correctional Institutions
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Sun, Mingda; Koshy-Chenthittayil, Sherli; D'Souza, Nikeetha Farfan – Harvard Educational Review, 2020
In this essay, Mingda Sun, a high school student from Connecticut, recounts her summer research internship opportunity at the Center for Quantitative Medicine of UConn Health. She discusses her learning experiences, the challenges she faced, and the encouragement she received from her mentors and peers and explains how this month-long internship…
Descriptors: Summer Programs, Student Research, Internship Programs, Mathematics
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Zeller-Berkman, Sarah; Barreto, Jessica; Sandler, Asha – Harvard Educational Review, 2020
In this essay, authors Sarah Zeller-Berkman, Jessica Barreto, and Asha Sandler, members of an intergenerational research team, explore findings from a critical participatory action research (CPAR) project on the lived experiences of young people in New York City who fell behind in middle school and/or who had the Administration for Children's…
Descriptors: Participatory Research, Action Research, Educational Change, Equal Education
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Petrone, Robert; Rink, Nicholas; Speicher, Charlie – Harvard Educational Review, 2020
In this article, Robert Petrone and Nicholas Rink propose a repositioning pedagogy framework for teacher education. They maintain that a repositioning pedagogy disrupts power dynamics by bringing secondary-aged youth into teacher education courses as compensated consultants and experts to teach future teachers about learning, classroom management,…
Descriptors: Teacher Education Programs, Power Structure, Student Participation, Secondary School Students
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Acevedo, Nancy; Bejarano, Citlalli; Collazo, Natalie Ibarra – Harvard Educational Review, 2020
Guided by the concept of nepantleras and critical race nepantlera methodology, Nancy Acevedo presents the testimonios of Citlalli Bejarano and Natalie Ibarra Collazo, two Chicana students who attend urban high schools. Citlalli and Natalie share various forms of inclusion and exclusion that they experience as Chicanas attending private and public…
Descriptors: Race, Critical Theory, High School Students, Public Schools
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Mirra, Nicole; Garcia, Antero – Harvard Educational Review, 2020
In this essay, Nicole Mirra and Antero Garcia explore how young people from six demographically distinct communities across the United States understand the social and political issues affecting their lives, engage in storytelling and dialogue across differences, and collaboratively imagine humanizing and hopeful civic futures. Drawing from…
Descriptors: Social Problems, Political Issues, Story Telling, Dialogs (Language)
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McCullough, Alan, Jr.; Morrell, Felton, Jr.; Thomas, Bernard, III; Waugh, Vicente; Shubert, Nicholas; Donofrio, Amy – Harvard Educational Review, 2020
In this reflective essay, Alan McCullough Jr., Felton Morrell Jr., Bernard Thomas III, Vincente Waugh, and Nicholas Shubert with their teacher, Amy Donofrio, share the youth self-authorship methods that empowered them to transform their labels from "at-risk youth" to "at-hope youth leaders" in Jacksonville, Florida. After…
Descriptors: Violence, Crime, Story Telling, Youth
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Liu, Pei Pei – Harvard Educational Review, 2020
In this essay, Pei Pei Liu identifies the act of unveiling a completed portrait to solicit participant response as central to the conceptualization of portraiture. While this explicit extension of research relationships into the study "aftermath" distinguishes portraiture from many other qualitative methods, little practical guidance…
Descriptors: Qualitative Research, Audience Response, Interpersonal Relationship, Researchers
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Dryden-Peterson, Sarah – Harvard Educational Review, 2020
In this research article, Sarah Dryden-Peterson explores the concept of researcher positionality, focusing on its malleability over time. The methodological analysis is situated in an empirical study of history teaching and learning in Cape Town, South Africa, schools in 1998 and 2019. Dryden-Peterson argues that researcher positionality is often…
Descriptors: Educational Researchers, History Instruction, Foreign Countries, Experimenter Characteristics
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Gaztambide-Fernández, Rubén A.; Rivière, Dominique – Harvard Educational Review, 2019
In this research article, Rubén A. Gaztambide-Fernández and Dominique Rivière examine the discursive frames that students and teachers in four specialized arts high schools in Toronto used in describing their schools as safe environments. The belief that arts high schools are safe is shared by students and teachers, particularly in relationship to…
Descriptors: Educational Environment, Urban Schools, High Schools, School Safety
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George Mwangi, Chrystal A. – Harvard Educational Review, 2019
This article examines how sub-Saharan African families in the United States engage with high schools and the college-going process. Using qualitative methods and the concept of home-school dissonance, Chrystal A. George Mwangi shows how African immigrant families--one of the fastest-growing yet least-studied immigrant groups--develop educational…
Descriptors: Immigrants, Foreign Countries, College Attendance, Cultural Differences
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Wamsted, Jay – Harvard Educational Review, 2019
The high-poverty urban school building is a prime environment for racial misunderstanding between teenagers and adults: most teachers are white and middle class, while most students are nonwhite and live near the poverty line. In this reflective essay, Jay Wamsted, a white teacher, examines the complicated nature of a teacher-student relationship…
Descriptors: Teacher Student Relationship, Urban Teaching, Urban Schools, Racial Bias
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Jaffe-Walter, Reva; Miranda, Chandler Patton; Lee, Stacey J. – Harvard Educational Review, 2019
With the rise of nationalism and the current contentious debate on immigration in the US, school leaders and educators are faced with difficult questions about how to negotiate sensitive political topics, including debates on immigration. In this article, Reva Jaffe-Walter, Chandler Patton Miranda, and Stacey J. Lee explore how educators grapple…
Descriptors: Controversial Issues (Course Content), Immigration, Politics, Immigrants
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Grinage, Justin – Harvard Educational Review, 2019
In this article, Justin Grinage investigates how black youth experience and contest racial trauma using racial melancholia, a psychoanalytic conception of grief, as a framework for understanding the nonpathologized endurance of black resistance to racism. Examining data from a yearlong ethnographic study, Grinage engages the notion that…
Descriptors: Grief, Trauma, Racial Bias, Resistance (Psychology)
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de los Ríos, Cati V. – Harvard Educational Review, 2019
In this research article, Cati V. de los Ríos examines US-Mexican transnational youths' engagement with the Mexican musical genre corridos, border folk ballads, and its subgenre, narcocorridos, folk ballads that illuminate elements of the drug trade and often glamorize drug cartels. She draws from ethnographic methods to present empirical…
Descriptors: Foreign Countries, Music, Folk Culture, Drug Abuse
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