Preparing emerging educators to provide ethnic studies instruction through participatory action research
Bibliographic Data
| ID | 21600798 |
|---|---|
| Authors | Stephanie-Renee Anckle (0000-0001-7670-2963, College of Education and P-16 Integration, University of Texas Rio Grande Valley, TX, USA, corresponding author) |
| Year | 2024 |
| Volume | 32 |
| Issue | 1 |
| Pages | 60-71 |
| Publication date | 2024-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Action Research (JOURNAL) |
| Journal identifiers | ISSN: 0965-0792 • E-ISSN: 1747-5074 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09650792.2022.2118145 |
| OpenAlex | W4297822243 |
| Language | EN |
| Citations received | 1 |
| References cited | 20 |
This project emerged from the voices of eight female teacher candidates of color, who wanted to address the inequitable representation of historically underrepresented groups within elementary school education. Using the Participatory Action Research (PAR) advanced by Fals-Borda, the teacher candidates designed instructional units that used archival resources to create an accurate representation of historically underrepresented groups, such as Blacks, Indigenous, and Chicanx groups, through instruction. The findings illustrated that involvement in PAR helped teacher candidates implement instruction guided by sociopolitical consciousness. The opportunity for designing and implementing instruction that counteracts the inaccurate representation of historically underrepresented groups provided emerging educators with educational empowerment to transform those instructional practices that failed to acknowledge the experiences of historically underrepresented groups. These findings indicate that emerging educators of color can use action research to create a more diverse and equitable experience within elementary school instruction
Action research · Citizen journalism · Empowerment · Ethnic group · Indigenous · Mathematics education · Participatory action research · Pedagogy · Political science · Sociology · Educator Training and Historical Pedagogy · Participatory Visual Research Methods · Psychology · Teacher Education and Leadership Studies
Action and Knowledge
How Does It Feel to Be a Problem? Black Male Students, Schools, and Learning in Enhancing the Knowledge Base to Disrupt Deficit Frameworks
Dropping Out
The Struggle to Decolonize Official Knowledge in Texas’ State Curriculum
A Curriculum of Aloha? Colonialism and Tourism in Hawai‘i’s Elementary Textbooks
Sociopolitical Development
Toward a Pedagogy of Sociopolitical Consciousness in Outside of School Programs
Culturally Relevant Pedagogy 2.0
Participatory Action Research as a Process and as a Goal
The Causal Effects of Cultural Relevance
Teacher participatory action research (TPAR)
Oregon's K-12 Ethnic Studies Bill
Changing the Narrative on Diversifying the Teaching Workforce
Color Does Not Equal Consciousness
A North-South Convergence on the Quest for Meaning
The Color Line in American Education
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,5 |
| Citation span | 2024 - 2024 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |