Pub Date : 2019-01-01DOI: 10.17159/2221-4070/2019/v8i2a5
V. Kalungwizi, S. Gjøtterud, E. Krogh
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Pub Date : 2019-01-01DOI: 10.17159/2221-4070/2019/v8i2a6
M. Mathikithel, L. Wood
Schools should be enabling spaces that nurture the holistic development of learners. However, in under-resourced communities in South Africa this is not always the case because learners, already vulnerable due to the effects of poverty, are exposed to added stressors within the school gates. We explored how engaging vulnerable learners in a rural high school in a youth participatory action research (YPAR) process could enable them to take action to make their school a more enabling space. This article reports on the data generated by the participants during the first cycle of the YPAR, which was to inform the planning of future advocacy through answering the question: "How do youth perceive the current school climate?" The three themes that emerged indicate that the climate in the school was not conducive to creating a physical, emotional, or social space for learners to attain positive outcomes. This first cycle enabled the participating youth to develop an evidence base on which to ground further action and the tools to do so. Although not without its tensions, we conclude that YPAR is a powerful pathway to develop the agency of learners, enabling them to transform from vulnerable victims into advocates with the ability to influence positive transformation in themselves, their peers, and the climate of their school.
{"title":"Youth as Participatory Action Researchers: Exploring How to Make School a More Enabling Space","authors":"M. Mathikithel, L. Wood","doi":"10.17159/2221-4070/2019/v8i2a6","DOIUrl":"https://doi.org/10.17159/2221-4070/2019/v8i2a6","url":null,"abstract":"Schools should be enabling spaces that nurture the holistic development of learners. However, in under-resourced communities in South Africa this is not always the case because learners, already vulnerable due to the effects of poverty, are exposed to added stressors within the school gates. We explored how engaging vulnerable learners in a rural high school in a youth participatory action research (YPAR) process could enable them to take action to make their school a more enabling space. This article reports on the data generated by the participants during the first cycle of the YPAR, which was to inform the planning of future advocacy through answering the question: \"How do youth perceive the current school climate?\" The three themes that emerged indicate that the climate in the school was not conducive to creating a physical, emotional, or social space for learners to attain positive outcomes. This first cycle enabled the participating youth to develop an evidence base on which to ground further action and the tools to do so. Although not without its tensions, we conclude that YPAR is a powerful pathway to develop the agency of learners, enabling them to transform from vulnerable victims into advocates with the ability to influence positive transformation in themselves, their peers, and the climate of their school.","PeriodicalId":43084,"journal":{"name":"Educational Research for Social Change","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67477865","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.17159/2221-4070/2018/v8i1a6
Adrian D. Martin
Research on teachers’ professional practices to facilitate equity and social justice has often focused on pedagogical approaches or dispositions aligned with this aim. Less attention has been given to how interactions with material contexts, tools, or resources can also contribute towards such a purpose. This article reports on a study that sought to investigate the ways material resources served as a vehicle to promote social change and educational equity in a culturally and linguistically diverse early childhood classroom. The study reports on objects from the classroom of Valentina, a mid-career Latina preschool teacher in an urban context. Data sources were multiple observations of Valentina’s teaching, audio-recorded and transcribed interviews, lesson plans, and reflections on her practice. Employing a new materialist theoretical lens, analysis suggests that the micropolitics of classroom activity reflect inter/intra-actions with myriad tools (i.e., objects) with the agentic capacities to advance educational equity. Classroom objects were chiefly employed to promote student learning. Nonetheless, they were also repurposed, both by Valentina and by her students, in ways that highlighted the objects’ agentic capacities. Recommendations for future research on objects are provided.
{"title":"The Agentic Capacities of Mundane Objects for Educational Equity: Narratives of Material Entanglements in a Culturally Diverse Urban Classroom","authors":"Adrian D. Martin","doi":"10.17159/2221-4070/2018/v8i1a6","DOIUrl":"https://doi.org/10.17159/2221-4070/2018/v8i1a6","url":null,"abstract":"Research on teachers’ professional practices to facilitate equity and social justice has often focused on pedagogical approaches or dispositions aligned with this aim. Less attention has been given to how interactions with material contexts, tools, or resources can also contribute towards such a purpose. This article reports on a study that sought to investigate the ways material resources served as a vehicle to promote social change and educational equity in a culturally and linguistically diverse early childhood classroom. The study reports on objects from the classroom of Valentina, a mid-career Latina preschool teacher in an urban context. Data sources were multiple observations of Valentina’s teaching, audio-recorded and transcribed interviews, lesson plans, and reflections on her practice. Employing a new materialist theoretical lens, analysis suggests that the micropolitics of classroom activity reflect inter/intra-actions with myriad tools (i.e., objects) with the agentic capacities to advance educational equity. Classroom objects were chiefly employed to promote student learning. Nonetheless, they were also repurposed, both by Valentina and by her students, in ways that highlighted the objects’ agentic capacities. Recommendations for future research on objects are provided.","PeriodicalId":43084,"journal":{"name":"Educational Research for Social Change","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67477727","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.17159/2221-4070/2019/v8i2a4
K. Frizelle
This article is the outcome of a classroom-based study that explored whether body mapping, used in a workshop, facilitated a critical analysis of HIV and AIDS amongst a group of trainee psychologists, and orientated them towards addressing some of the factors that drive the epidemic. The article outlines the body mapping exercise and describes how it fits into a broader HIV and AIDS workshop informed by a social justice approach. Key pedagogical insights that emerged about running the body mapping exercise and the workshop as a whole are discussed. The central finding of the study is that body mapping, integrated into a wider social justice workshop, is a useful pedagogical tool that facilitates a critical analysis and orientates students towards addressing HIV and AIDS through their professional practices. However, if this teaching method is to contribute to the kinds of substantial social and systemic change needed to address many of the social issues that drive the epidemic, it needs to be complemented with wider changes in the way in which psychologists are trained.
{"title":"Body Mapping as a Critical Pedagogical Tool: Orientating Trainee Psychologists Towards Addressing HIV and AIDS","authors":"K. Frizelle","doi":"10.17159/2221-4070/2019/v8i2a4","DOIUrl":"https://doi.org/10.17159/2221-4070/2019/v8i2a4","url":null,"abstract":"This article is the outcome of a classroom-based study that explored whether body mapping, used in a workshop, facilitated a critical analysis of HIV and AIDS amongst a group of trainee psychologists, and orientated them towards addressing some of the factors that drive the epidemic. The article outlines the body mapping exercise and describes how it fits into a broader HIV and AIDS workshop informed by a social justice approach. Key pedagogical insights that emerged about running the body mapping exercise and the workshop as a whole are discussed. The central finding of the study is that body mapping, integrated into a wider social justice workshop, is a useful pedagogical tool that facilitates a critical analysis and orientates students towards addressing HIV and AIDS through their professional practices. However, if this teaching method is to contribute to the kinds of substantial social and systemic change needed to address many of the social issues that drive the epidemic, it needs to be complemented with wider changes in the way in which psychologists are trained.","PeriodicalId":43084,"journal":{"name":"Educational Research for Social Change","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67477800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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