Mathematics, critical literacy, and youth participatory action research

Abstract

This article examines mathematics education as both the site and object of transformation for a youth PAR project in which students researched and evaluated their urban high school in Oakland, California. These youth researchers were trained as part of a sociology course as well as a mathematics class designed to both remediate gaps in math preparation and accelerate students into higher-order math literacy. This study differs from and extends other studies that describe mathematics as a tool for social critique. It considers youth research in and through mathematics as a more ideologically open endeavor in that youth do not simply reproduce predetermined criticisms of social inequality. Thus, this project translates extensive work in critical literacy, new media literacy, and youth participatory action research to a mathematics context.

A Qualitative Systematic Review of Youth Participatory Action Research Implementation in U.S. High Schools

“…For example, the Social Justice Education Project (SJEP) devoted 3 days to teaching a curriculum aligned to state standards and 2 days to YPAR, allowing the adult researchers to integrate the project into the daily (and weekly) calendar (Cammarota, ,b). In others, there was simply not enough time for projects to get off the ground during the school day, and projects organically spilled into after‐school time (Yang, ). As the date of one project's final presentation approached, for example, youth researchers began to spend some of their time finishing their work outside of the regular course time (Yang, ).…”

Toward a Pedagogy of Sociopolitical Consciousness in Outside of School Programs

“…These YPAR competencies included qualitative methodologies, such as producing and analyzing observational field notes and coding and analyzing the content of different documents, including poems of their peers. Similarly, Yang (2009) noted that through the development of new math literacies cultivated through the aforementioned SARC project's critical analysis stage, youth participants were able to acquire new skills that ultimately enabled them to complete their YPAR project which involved generating and analyzing statistical data, learning and using statistical software, and developing ''critical code fluency in interpreting statistics with respect to the social world'' (p. 111).…”

“…One of the most widely utilized and analyzed methods for engaging youth in social action is youth participatory action research (YPAR), which involves youth-adult partnerships throughout the entire research process, from the formulation of research questions to study design and through the collection, analysis, and presentation of research data (Kirshner et al 2011). YPAR is unique in that it not only involves youth in researching issues that impact their communities, but also engages youth as change agents, empowered to actively participate in the transformation of their communities (Cammarota and Romero 2011;Iwasaki et al 2014;Stovall and Delgado 2009;Yang 2009). Fine (2009) aptly described this process as a ''tool of research for social protest and action'' (p. 2).…”

“…books, magazine articles, internet postings), field trips, museum tours, and various other media and activities. Yang (2009) illustrated the potential for critical analysis pedagogy to be a transformational tool for young people. His study centered on a project that utilized a two-phase approach to developing critical analysis skills in students at a high school in East Oakland, CA.…”

“Keeping It Real”: An Evaluation Audit of Five Years of Youth-Led Program Evaluation

“…As of this writing, youth participatory evaluations (YPE) have been conducted in several fields of research including health, child welfare, school systems, non-profit youth programs, and international initiatives (Keenan, 2007;Kirshner, O'Donoghue, & McLaughlin, 2002;Ozer et al, 2008;Powers & Tiffany, 2006;Suleiman, Soleimanpour, & London, 2006;Yang, 2009). Youth have been included in research in a variety of ways including focus groups, administering surveys, and conducting observations (Bagnoli, & Clark, 2010;Black, 2006;Tupuola, 2006).…”