Engaging in youth participatory action research to change our world: Middle school emergent bilingual students

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dc.contributor.advisorBurke, Amy
dc.contributor.committeeMemberAnderson, Nancy
dc.contributor.committeeMemberHansen-Thomas, Holly
dc.creatorSolano, Griselda Ivette 1988-
dc.creator.orcid0009-0001-2399-1754
dc.date.accessioned2024-02-08T21:21:27Z
dc.date.available2024-02-08T21:21:27Z
dc.date.created2023-12
dc.date.issuedDecember 2023
dc.date.submittedDecember 2023
dc.date.updated2024-02-08T21:21:27Z
dc.description.abstractAs the population of the United States continues to change, so do the students in the classrooms and their needs. As a result, dual language bilingual education programs have become very popular and widely implemented in elementary schools. The goals of dual language bilingual education programs are to serve Latinx students. Yet, their growth in popularity has created some inequities in program implementation for Latinx students. Additionally, implementing the standards and literacy curriculum often focuses on a single story that fails to include minoritized students' diverse voices and stories (Adichie, 2009). Literacy goes beyond reading and writing and can serve as a tool that acknowledges and embraces all voices while eliminating inequities. Additionally, critical literacy and Culturally Sustaining Pedagogies aim to validate students' lived experiences while providing a space to interrogate and reimagine the world they live in and to enact change through action. This study explored how sixth-grade emergent bilingual students enrolled in a dual-language program engaged in a youth participatory action research project in an afterschool setting. Students engaged in the youth participatory action research project through critical literacy practices and culturally sustaining pedagogies. Three themes were identified representing the space created by the youth: space to explore identity, space to interrogate and reimagine, and space cultivated agency.
dc.format.mimetypeapplication/pdf
dc.identifier.uri
dc.identifier.urihttps://hdl.handle.net/11274/15742
dc.language.isoEnglish
dc.subjectEducation, Reading
dc.subject.otherCritical literacy
dc.subject.otherCulturally sustaining pedagogies
dc.subject.otherEmergent bilingual
dc.subject.otherEnacting change
dc.subject.otherMiddle school
dc.subject.otherDual language bilingual education
dc.titleEngaging in youth participatory action research to change our world: Middle school emergent bilingual students
dc.typeThesis
dc.type.materialtext
thesis.degree.collegeCollege of Professional Education
thesis.degree.departmentLiteracy and Learning
thesis.degree.disciplineLiteracy, Language, and Culture
thesis.degree.grantorTexas Woman's University
thesis.degree.nameDoctor of Philosophy
thesis.degree.programAPA 7th edition
thesis.degree.schoolTexas Woman's University

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