Art-Based Autobiographical Youth Participatory Action Research (YPAR) in an Urban School
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| Title: | Art-Based Autobiographical Youth Participatory Action Research (YPAR) in an Urban School |
|---|---|
| Language: | English |
| Authors: | Maggie Rahill, Rosalinda Godinez, Adam M. Voight, Mary Frances Buckley-Marudas |
| Source: | LEARNing Landscapes. 2025 (29):173-192. |
| Availability: | LEARN (Leading English Education and Resource Network). 2030 Dagenais Blvd West, 2nd Floor, Laval Quebec H7L 5W2 Canada. Web site: https://learninglandscapes.ca/index.php/learnland |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education Elementary Secondary Education Grade 9 High Schools Junior High Schools Middle Schools Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Art, Ethnography, Action Research, Participatory Research, Youth, Story Telling, Self Concept, Autobiographies, Teacher Attitudes, Student Attitudes, Art Activities, Poetry, Writing (Composition), Creative Activities, Grade 9, English Teachers, Program Descriptions, College School Cooperation, Urban Schools |
| Geographic Terms: | Ohio (Cleveland) |
| ISSN: | 1913-5688 |
| Abstract: | This article examines a classroom-based implementation of Youth Participatory Action Research (YPAR) that integrates art-based autobiographical methods to support student reflection, identity exploration, and voice. Grounded in a year-long collaboration between a ninth-grade English teacher and Project HighKEY at Cleveland State University, the study documents how over 100 students engaged in storytelling through collage, poetry, and narrative writing. Drawing on student work, survey and interview data, and a teacher interview, the article highlights how creative expression served as both data and action--positioning reflection as a foundational phase of YPAR. By centering teacher and student perspectives, this work contributes to the growing field of arts-integrated YPAR and offers a developmentally responsive model for embedding participatory research in K-12 classrooms. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1478762 |
| Database: | ERIC |
| Abstract: | This article examines a classroom-based implementation of Youth Participatory Action Research (YPAR) that integrates art-based autobiographical methods to support student reflection, identity exploration, and voice. Grounded in a year-long collaboration between a ninth-grade English teacher and Project HighKEY at Cleveland State University, the study documents how over 100 students engaged in storytelling through collage, poetry, and narrative writing. Drawing on student work, survey and interview data, and a teacher interview, the article highlights how creative expression served as both data and action--positioning reflection as a foundational phase of YPAR. By centering teacher and student perspectives, this work contributes to the growing field of arts-integrated YPAR and offers a developmentally responsive model for embedding participatory research in K-12 classrooms. |
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| ISSN: | 1913-5688 |
