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Article
Publication date: 8 June 2020

Joanne E. Marciano, Lee Melvin Peralta, Ji Soo Lee, Hannah Rosemurgy, Lillian Holloway and Justice Bass

This paper aims to provide insights for educators seeking to enact culturally responsive-sustaining education and research in the midst of the COVID-19 global pandemic. The…

Abstract

Purpose

This paper aims to provide insights for educators seeking to enact culturally responsive-sustaining education and research in the midst of the COVID-19 global pandemic. The authors examine what happened when the community-based Youth Participatory Action Research (YPAR) initiative they engaged with traditionally marginalized high school students was interrupted as a result of physical distancing necessitated by COVID-19.

Design/methodology/approach

Data for this inquiry were taken from a broader on-going ethnography of youth’s participation in the YPAR project and included audio and video recordings from meetings of the YPAR initiative and messages exchanged between and among authors and youth. Authors used components of culturally responsive-sustaining education and theories related to student voice as an analytic frame through which they considered how the COVID-19 pandemic influenced their work.

Findings

Three findings are examined in this paper. They consider: how youth participants and the authors stayed connected after they were no longer able to meet in person; how youth chose to center the needs of the subsidized housing community where they lived while continuing their work; and how youth and authors navigated the uncertainties they encountered in looking ahead to future possibilities for their study as the pandemic continued.

Originality/value

This study provides urgently needed insights for educators and researchers grappling with how they may enact culturally responsive-sustaining education and research during the COVID-19 global pandemic and beyond.

Details

Journal for Multicultural Education, vol. 14 no. 2
Type: Research Article
ISSN: 2053-535X

Keywords

Article
Publication date: 23 March 2022

Joanne E. Marciano and Alecia Beymer

The purpose of this paper is to examine how youth from varied cultural and socioeconomic backgrounds came together to collaboratively analyze data they collected across two…

Abstract

Purpose

The purpose of this paper is to examine how youth from varied cultural and socioeconomic backgrounds came together to collaboratively analyze data they collected across two research projects in a community-based Youth Participatory Action Research (YPAR) initiative, a less understood aspect of YPAR. Specifically, this study discusses how youth enacted collaborative data analysis to foreground lived experience and experiential knowledge while enacting critical literacy practices and building toward an open and reflective form of relationality.

Design/methodology/approach

The examination of youths’ data analysis practices is situated in a larger qualitative research study of the Central City Youth Participatory Action Research initiative, a six-month, community-based, out-of-school program. This study discusses the relational and humanizing practices of youth through collaborative data analysis practices.

Findings

This study focuses on two small-group research teams, examining how youth enacted critical literacy practices and humanizing modes of learning through relational practices as data analysis. This study discusses two themes in the findings: making sense of data through personal experience and negotiating researcher roles as stancetaking in collaborative data analysis

Originality/value

In analyzing students’ collaborative data analysis practices across the small-group YPAR projects they enacted, this study contributes new understandings about how youth analyzed data to examine aspects of educational equity important to them.

Details

English Teaching: Practice & Critique, vol. 21 no. 2
Type: Research Article
ISSN: 1175-8708

Keywords

Abstract

Details

English Teaching: Practice & Critique, vol. 22 no. 3
Type: Research Article
ISSN: 1175-8708

Article
Publication date: 4 April 2019

Joanne E. Marciano, Scott D. Farver, Amy Guenther, Lindsay Joseph Wexler, Kimberly Jansen and Randi N. Stanulis

Mentor teachers are tasked with supporting the professional development of student teachers. Yet, little is known about the mentoring practices they enact in the moment during…

Abstract

Purpose

Mentor teachers are tasked with supporting the professional development of student teachers. Yet, little is known about the mentoring practices they enact in the moment during classroom instruction. The purpose of this paper is to examine mentoring that happens in the moment, extending Schwille’s (2008) notion of mentoring “inside the action” of teaching (p. 156), and conceptualize mentoring in the moment as educative mentoring.

Design/methodology/approach

This paper shares findings of a qualitative case study, foregrounding the perspectives of a mentor teacher and a student teacher who audio-recorded conversations about what they considered to be instances of mentoring in the moment that took place earlier that day. Conversations were transcribed and analyzed through a process of iterative coding.

Findings

Mentoring in the moment occurred when the mentor teacher and student teacher made decisions about whether and how to adjust course during lessons to better support student learning; and highlighted strengths and recognized weaknesses across multiple and distinct moments. In addition to demonstrating in action examples of modeling, transparent decision-making and taking the stance of a learner, participants exhibited unique characteristics that enable educative learning to occur. Specifically, they demonstrated: flexibility; humility; and a desire to learn and improve.

Originality/value

The findings build upon the existing research about educative mentoring, mentoring inside the action and mentor teacher characteristics, contributing to a more robust definition of mentoring in the moment.

Details

International Journal of Mentoring and Coaching in Education, vol. 8 no. 2
Type: Research Article
ISSN: 2046-6854

Keywords

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