Access the full text.
Sign up today, get DeepDyve free for 14 days.
Vaughn Watson, Alecia Beymer (2019)
Praisesongs of Place: Youth Envisioning Space and Place in a Literacy and Songwriting InitiativeResearch in the Teaching of English
C. Sleeter (2008)
Teaching for Democracy in an Age of CorporatocracyTeachers College Record: The Voice of Scholarship in Education, 110
D. Morales (2018)
“I want to know about everything that’s happening in the world:” Enhancing critical awareness through youth participatory action research with Latinx youth
S. Silveri (2017)
Hope = You: Encouraging the Next Generation of Leaders and TeachersEnglish Journal, 107
Robert Petrone (2013)
Linking Contemporary Research on Youth, Literacy, and Popular Culture With Literacy Teacher EducationJournal of Literacy Research, 45
Vaughn Watson, Joanne Marciano (2015)
Examining a social‐participatory youth co‐researcher methodology: a cross‐case analysis extending possibilities of literacy and researchLiteracy, 49
Kris Gutiérrez (2008)
Developing a Sociocritical Literacy in the Third SpaceReading Research Quarterly, 43
Kris Gutiérrez, Patricia Baquedano-López, Myrna Turner (1997)
Putting Language Back into Language Arts: When the Radical Middle Meets the Third Space.Language arts, 74
Kris Gutiérrez (2016)
2011 AERA Presidential Address: Designing Resilient EcologiesEducational Researcher, 45
Django Paris (2012)
Culturally Sustaining PedagogyEducational Researcher, 41
Kris Gutiérrez, Patricia Baquedano-López, C. Tejeda (1999)
Rethinking diversity: Hybridity and hybrid language practices in the third spaceMind, Culture, and Activity, 6
Elizabeth Chase (2018)
Time, Third Space, and Counternarratives of Achievement for Young Mothers in High SchoolEducational Studies, 54
(2018)
Envisioning the already-present literacy and learning of youth
J. Cammarota, M. Fine (2010)
Collective Radical Imagination: Youth Participatory Action Research and the Art of Emancipatory Knowledge
Kathryn Moynihan (2007)
A Collectibles Project: Engaging Students in Authentic Multimodal Research and Writing.English Journal, 97
Gloria Anzaldúa (2013)
now let us shift . . . the path of conocimiento . . . inner work, public acts
Gloria Ladson-Billings (1995)
But that's just good teaching! The case for culturally relevant pedagogyTheory Into Practice, 34
Genia Bettencourt, C. Mwangi, Keisha Green, D. Morales (2020)
High School–University Collaborations for Latinx Student Success: Navigating the Political RealityJournal of Higher Education Outreach and Engagement, 24
Keisha Green (2019)
Radical imagination and “otherwise possibilities” in qualitative researchInternational Journal of Qualitative Studies in Education, 33
Journal of Higher Education Outreach and Engagement, 24
E. Moje, K. Ciechanowski, Katherine Kramer, Lindsay Ellis, Rosario Carrillo, T. Collazo (2004)
Working toward third space in content area literacy: An examination of everyday funds of knowledge and DiscourseReading Research Quarterly, 39
(2007)
Critical literacy and popular culture in urban education: toward a pedagogy of access and dissent
W. Au (2016)
Meritocracy 2.0Educational Policy, 30
D. Kirkland (2009)
Standpoints: Researching and Teaching English in the Digital Dimension.Research in The Teaching of English, 44
E. Tuck (2009)
Suspending Damage: A Letter to CommunitiesHarvard Educational Review, 79
Augustine Romero, J. Cammarota, Kim Dominguez, Luis Valdez, Grecia Ramirez, Liz Hernandez (2008)
"The opportunity if not the right to see": The social justice education project
S. Yanchar, D. Williams (2006)
Reconsidering the Compatibility Thesis and Eclecticism: Five Proposed Guidelines for Method UseEducational Researcher, 35
D. Kirkland (2016)
"The Rose That Grew from Concrete": Postmodern Blackness and New English EducationEnglish Journal, 97
Sheila Benson (2010)
“I Don't Know If That'd Be English or Not”: Third Space Theory and Literacy InstructionJournal of Adolescent & Adult Literacy, 53
(2006)
Family and community literacies
Gloria Ladson-Billings (2006)
From the Achievement Gap to the Education Debt: Understanding Achievement in U.S. Schools, 35
Timothy Pedro, Valerie Kinloch (2017)
Toward Projects in HumanizationAmerican Educational Research Journal, 54
This paper aims to focus on the construction of a third space within a high school. Specifically, the authors consider how youth of color engage the educational context of an 11th grade English language arts (ELA) class as a basis for (re)imagining their history, culture and themselves to construct counter-narratives away from framing their lived educational experiences as failures, deficient and depicted in “damage-centered” (Tuck, 2009) ways. The research engages the process and challenges of creating this type of space within a school setting, as well as examining the ways in which students envision these locations.Design/methodology/approachCritical ethnography centered the emphasis on youth engagement for social change, as well as the inquiry on how the classroom space was constructed, shared and navigated by the students and ourselves (Madison, 2005). In addition, the research design reflects critical ethnography through the use of prolonged participation in the field (nine and half months), a focus on culture (specifically school and classroom culture/climate) and a critical theory-based framework [hybridity, third space and youth participatory action research (YPAR)].FindingsThree major themes emerged from the data that demonstrate how instructors and students collectively engaged in a third space through the YPAR project. These themes include developing an ethic of care with students and among instructors, cultivating an atmosphere of social justice awareness and the contrast of the classroom space with the wider-Hillside Vocational High School environment.Originality/valueThe study engages the use of YPAR within a high school class that became a unique space for students to learn and develop. The ELA class did not just reflect adding the first space and second space together or merging the two. Instead, it seemed to demonstrate the creation of a new type of space or the development of a third space. In this space, students could bring and bridge their out-of-school and in-school experiences to develop new knowledge and ways of seeing the world.
English Teaching Practice & Critique – Emerald Publishing
Published: Aug 11, 2020
Keywords: Critical pedagogy; English language arts; Social justice; Youth epistemologies; Third space
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.