TY - JOUR
T1 - Confronting the Urban Civic Opportunity Gap
T2 - Integrating Youth Participatory Action Research Into Teacher Education
AU - Rubin, Beth C.
AU - Abu El-Haj, Thea Renda
AU - Graham, Eliot
AU - Clay, Kevin
N1 - Publisher Copyright: © 2016, © 2016 American Association of Colleges for Teacher Education.
PY - 2016/11/1
Y1 - 2016/11/1
N2 - This article considers how youth participatory action research (YPAR) can be used to build the civic teaching capacities of preservice teachers working in urban settings. In the final semester of an urban-focused teacher education program, preservice teachers led YPAR programs in the urban schools in which they student-taught the previous semester. This article analyzes what preservice teachers learn through the process of YPAR. Specifically, we found that YPAR supported teacher learning in three areas: cultivating student-centered teaching practices, observing and documenting students’ strengths and capacities, and developing new understandings of the structural inequalities that shaped the lives of the students in urban schools. Drawing on data collected over the past 6 years, we argue that leading children and young people in participatory action research projects can contribute to the creation of the transformative civic educators so sorely needed in urban settings.
AB - This article considers how youth participatory action research (YPAR) can be used to build the civic teaching capacities of preservice teachers working in urban settings. In the final semester of an urban-focused teacher education program, preservice teachers led YPAR programs in the urban schools in which they student-taught the previous semester. This article analyzes what preservice teachers learn through the process of YPAR. Specifically, we found that YPAR supported teacher learning in three areas: cultivating student-centered teaching practices, observing and documenting students’ strengths and capacities, and developing new understandings of the structural inequalities that shaped the lives of the students in urban schools. Drawing on data collected over the past 6 years, we argue that leading children and young people in participatory action research projects can contribute to the creation of the transformative civic educators so sorely needed in urban settings.
KW - equity
KW - field experiences
KW - preservice teacher education
KW - social justice
KW - urban teacher education
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U2 - https://doi.org/10.1177/0022487116667195
DO - https://doi.org/10.1177/0022487116667195
M3 - Article
SN - 0022-4871
VL - 67
SP - 424
EP - 436
JO - Journal of Teacher Education
JF - Journal of Teacher Education
IS - 5
ER -