Trying on and trying out: participatory action research as a tool for literacy and identity work in middle grades classrooms.
This article explores the role of collaborative, ethnographic, participatory action research (PAR) with eighth grade students as a set of possible literacy practices for involving students with issues connected to their lives, resources, language(s), and communities. Findings are based on a year of fieldwork conducted as part of shared inquiry into one public school community's experiences with gentrification and meeting the complex needs of diverse learners. Findings bring to life the ways in which PAR facilitates the redefining of reading, writing, and research; the reconsideration of languages; the rethinking of literacy practices; and the repositioning of participants within and beyond given research endeavors.
Van Sluys
Katie
K
Department of Teacher Education, School of Education, DePaul University, Chicago, IL, USA. kvansluy@depaul.edu
D000293:Adolescent; D002648:Child; D055812:Community-Based Participatory Research / Q000379:methods*; D004493:Education / Q000379:methods* / Q000458:organization & administration; D006801:Humans; D007802:Language; D010290:Parents; D011593:Psychology, Social / Q000379:methods; D011932:Reading; D012574:Schools / Q000458:organization & administration; D012933:Social Identification; D013334:Students / Q000523:psychology; D013663:Teaching / Q000379:methods; D014956:Writing