title: A social justice epistemology and pedagogy for Latina/o students: Transforming public education with participatory action research.
abstract: 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.
authors.affiliation: Bureau of Applied Research in Anthropology and the Mexican-American Studies and Research Center, University of Arizona, AZ, USA.
authors.forename: Julio
authors.initials: J
authors.lastname: Cammarota
authors.forename: Augustine F
authors.initials: AF
authors.lastname: Romero
mesh_terms: D001130:Arizona; D055812:Community-Based Participatory Research; D003479:Curriculum; D006630:Hispanic or Latino / Q000193:education*; D006801:Humans; D017150:Public Sector; D012574:Schools; D012935:Social Justice / Q000193:education*; D013334:Students; D013663:Teaching