'Why Don't They Just Move Closer?': Adolescent Critical Consciousness Development in YPAR about Food Security

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
Read More Add to Saved list
  • Additional Information
    • Availability:
      SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: https://sagepub.com
    • Peer Reviewed:
      Y
    • Source:
      27
    • Education Level:
      High Schools
      Secondary Education
      Grade 10
      Grade 11
      Grade 12
    • Subject Terms:
      High School Students; Grade 10; Grade 11; Grade 12; Food; Hunger; Nontraditional Education; Participatory Research; Action Research; Personal Autonomy; Change Agents; Equal Education; Research Utilization; Student Research; Community Problems; Problem Solving; Agriculture; Elective Courses; Critical Theory; Consciousness Raising; Student Diversity
    • Subject Terms:
      Alabama
    • Accession Number:
      10.1177/07435584211065343
    • ISSN:
      0743-5584
      1552-6895
    • Abstract:
      The aim of this paper is to explore high school students' critical consciousness development in the context of youth participatory action research (YPAR) focused on food security at an alternative school in Alabama. The YPAR project took place in an elective agriscience class with 10 students (Seven Black, two white, one Latino) who were in the 10th to 12th grades. Utilizing data from researcher notes, classroom observations, and archival classroom documents, we present students' YPAR project outcomes to share their research-driven solutions to food insecurity in their community. Vignettes of classroom dialogue are also constructed to illustrate moments of reflection in the YPAR context about food security. We present three "critical moments," or instances of social analysis, to illustrate how students' individual-level attributions occurred alongside teacher dialogue and student-led investigation of structural inequities in the community. Findings illustrate how students' nonlinear critical consciousness development consisted of reliance on individual-level attributions in classroom dialogue co-occurring with systems-thinking activities and other YPAR project outcomes. This paper has implications for research on the imperfect and wavering nature of adolescent critical consciousness development in YPAR.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1427832