The Civically Engaged Districts Project
The Civically Engaged Districts Project
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    • Home
    • About
      • About C.E.D.
      • The CED Team
      • Our YPAR Mentors
    • Our Work
    • Resources
      • Curricula
      • Theory and Research
      • Fellow Travelers
    • Contact Us

  • Home
  • About
    • About C.E.D.
    • The CED Team
    • Our YPAR Mentors
  • Our Work
  • Resources
    • Curricula
    • Theory and Research
    • Fellow Travelers
  • Contact Us

Theory and Research

  • Buckley-Marudas, M. (2018). Amplifying Voice, Facilitating Agency: Engaging Youth Participatory Action Research in an Urban Public High school. english leadership quarterly, 41(2), 7.
  • Cahill, C. (2010). “Why do they hate us?” Reframing immigration through participatory action research. Area, 42, 152–161.
  • Cammarota & Romero (2009). A social justice epistemology and pedagogy for Latina/o students. New Directions for Youth Development.
  • Clay, K. L., & Rubin, B. C. (2019). “I look deep into this stuff because it’sa part of me”: Toward a critically relevant civics education. Theory & Research in Social Education, 1-21.
  • Fine, Burns, Payne & Torre (2004) Civics lessons: The color and class of betrayal. In Working Method, pp. 53-74. NY: Teachers College Press.
  • Fine, M. (2009). Postcards from metro America: Reflections on youth participatory action research for urban justice. The urban review, 41(1), 1-6.
  • Galletta, A., jones, v. (2010). “Why are you doing this?” Questions on purpose, structure, and outcomes in participatory action research engaging youth and teacher candidates. Educational Studies, 46, 337–357
  • Guishard, M.(2009). The false paths, the endless labors, the turns now this way and now that: Participatory action research, mutual vulnerability, and the politics of inquiry. Urban Review, 41, 85-105.
  • Irizarry, J. (2009). Reinvigorating multicultural education through youth participatory action research. Multicultural Perspectives, 11, 194–199.
  • Jocson, K. (2014). Critical media ethnography: Researching youth media. In Paris, D., Winn, M. T. (Eds.), Humanizing research: Decolonizing qualitative inquiry with youth and communities (p. 105–123). Thousand Oaks, CA: SAGE.
  • Mirra, Filipiak, Garcia (2015). Revolutionizing inquiry in urban English classrooms. English Journal, 105, 2, 49-57.
  • Mirra, Morrell, Cain, Scorza, Ford (2013). Educating for a critical democracy, Democracy & Education, 21, 1-10.
  • Ozer, E. J., & Wright, D. (2012). Beyond school spirit: The effects of youth-led participatory action research in two urban high schools. Journal of Research on Adolescence, 22(2), 267–283.
  • Rodriguez & Brown. (2009). From voice to agency: Guiding principles for participatory action research with youth. New Directions for Youth Development, 123
  • Rubin (2007). “There’s still not justice”: Youth civic identity development amid distinct school and community contexts. Teachers College Record, 109, 449-481.
  • Rubin, Abu-El Haj, Graham & Clay (2016). Confronting the urban civic opportunity gap: Integrating youth participatory action research in to teacher education, Journal of Teacher Education, 67, 424-436.
  • Rubin & Hayes (2010). From ‘no backpacks’ to ‘drugs and murder’: The promise and complexity of youth participatory action research. Harvard Educational Review, 80, 3, 149-175.
  • Rubin & Jones (2007). Student action research: Reaping the benefits for students and school leaders. NASSP Bulletin, 91, 363-378.
  • Rubin, Zaal, Ayala (2017).  Authenticity, aims and authority: Navigating youth participatory action research in the classroom. Curriculum Inquiry, 47, 175-194.
  • Sanchez (2009). Chicana feminist strategies in a participatory action research project with transnational Latina youth. New Directions for Youth Development, 123, 83-97.
  • Stoudt (2009). The role of language & discourse in the investigation of privilege. Urban Review, 41, 7-28.
  • Wang, C. C. (2006). Youth participation in photovoice as a strategy for community change. Journal of community practice, 14(1-2), 147-161.
  • Watts, Griffith &Abdul-Adil (1999). Sociopolitical development as an antidote for oppression - theory and action. American Journal of Community Psychology, 27, 255-271.
  • Westheimer & Kahne (2004). What kind of citizen? The politics of educating for democracy. American Educational Research Journal, 42, 237-269.
  • Yang (2009). Mathematics, critical literacy, and youth participatory action research. New Directions for Youth Development, 123, 99-118.
  • Yosso, T. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth, Race Ethnicity and Education, 8, 69-91.
  • Zaal, Rubin, Ayala (2011) YPAR in the Classroom. Presentation at AERA, New Orleans.

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