Participatory action research in schools: unpacking the lived inequities of high stakes testing

Abstract

Purpose

This paper aims to examine a school-based Youth Participatory Action Research (YPAR) project on educational inequity and high stakes testing.

Design/methodology/approach

A former high school teacher (currently a university professor) and two former students (currently research assistants and university students) take up a youth studies framework to collaboratively resee multimodal artifacts from a tenth-grade course in qualitative research.

Findings

Findings illustrate the power of finding allies in peers and educators; the transformative power of deep participation; and the longitudinal nature of social change and action. Thus, this research demonstrates that when students are positioned as researchers, experts and knowledge producers, they can collaborate with one another, teachers and administrators to confront social inequities within their schools and beyond.

Originality/value

This study has value for applying critical, youth-centered pedagogies in secondary English language arts classrooms and schools.

Citation

DeJaynes, T., Cortes, T. and Hoque, I. (2020), "Participatory action research in schools: unpacking the lived inequities of high stakes testing", English Teaching: Practice & Critique, Vol. 19 No. 3, pp. 287-301. https://doi.org/10.1108/ETPC-10-2019-0136