新作坊 Humanity Innovation and Social Practice

Why don't we learn like this in school?: one participatory action research collective's framework for developing policy thinking

摘要：

Theoretical Framework The Pedagogy of PAR As PAR scholar-activists, our work is situated in a rich tradition of participatory action research, with roots in Latin America and Asia (Fals-Borda & Rahman, 1991), which frames the goal of community-based research as disrupting social inequalities.\n In the context of this project, we found that intentional collaborations between youth and adults, across cities and institutions, can create the kinds of spaces in which this sort of development can be nurtured. Because this framework exists within the context of PAR, it assumes that policy thinking is linked to concrete action, and when applicable, to participatory policy making. Proponents of social justice-oriented civic education suggest that teaching participatory citizenship can make a difference in the ways young people envision their role in their communities (Westheimer & Kahne, 2004). [...]some state standards call for teachers to teach participatory citizenship (e.g., in Virginia) (Journell, 2010) or to engage students in active citizenship.