Reframing success: participatory impacts of storytelling in a PAR collaborative with Latinx middle school students

References

• Ashlee, A., B. Zamora, and S. Karikari. 2017. “We are Woke: A Collaborative Critical Autoethnography of Three ‘Womxn’ of Color Graduate Students in Higher Education.” International Journal of Multicultural Education 19 (1): 89–104. doi:10.18251/ijme.v19i1.1259.
   Web of Science ®Google Scholar
• Ayala, J., J. Cammarota, M. Berta-Avila, M. Rivera, L. Rodriguez, and M.E. Torre. 2018. “Introduction.” In PAR EntreMundos, edited by J. Ayala, J. Cammarota, M. Berta-Avila, M. Rivera, L. Rodriguez, and M.E. Torre, 1–16. New York: Peter Lang Publishing.
   Google Scholar
• Banks, S., T. Herrington, and K. Carter. 2017. “Pathways to Co-Impact: Action Research and Community Organising.” Educational Action Research 25 (4): 541–559. doi:10.1080/09650792.2017.1331859.
   Web of Science ®Google Scholar
• Bell, L.A. 2009. “The Story of the Storytelling Project: An Arts-Based Race and Social Justice Curriculum.” Storytelling and Social Change 5: 107–118.
   Google Scholar
• Burns, A., M.E. Torre, and Y. Payne. 2018. “Civics Lessons: The Color and Class of Educational Betrayal and Desire.” In Just Research in Contentious Times, edited by M. Fine, 29–47. New York: Teachers College Press.
   Google Scholar
• Cammarota, J., J. Ayala, M. Rivera, L. Rodriguez, M.B. Avila, and M.E. Torre. 2018. “Theoretical Lineages & Guiding Principles.” In PAR EntreMundos, edited by J. Ayala, J. Cammarota, M. Berta-Avila, M. Rivera, L. Rodriguez, and M.E. Torre, 19–35. New York: Peter Lang Publishing.
   Google Scholar
• Cammarota, J., and M. Fine. 2008. “Youth Participatory Action Research: A Pedagogy for Transformational Resistance.” In Revolutionizing Education: Youth Participatory Action Research in Motion, edited by J. Cammarota and M. Fine, 1–12. New York: Routledge.
   Google Scholar
• Dyrness, A. 2012. “Contra Viento Y Marea (Against Wind and Tide).” Anthropology and Education Quarterly 43 (1): 41–60. doi:10.1111/j.1548-1492.2011.01156.x.
   Web of Science ®Google Scholar
• El-Haj, T., and R. Abu. 2007. “I Was Born Here, but My Home, It’s Not Here’: Educating for Democratic Citizenship in an Era of Transnational Migration and Global Conflict.” Harvard Educational Review 77 (3): 285–316. doi:10.17763/haer.77.3.412l7m737q114h5m.
   Web of Science ®Google Scholar
• Ginwright, S. 2008. “Collective Radical Imagination: Youth Participatory Action Research and the Art of Emancipatory Knowledge.” In Revolutionizing Education: Youth Participatory Action Research in Motion, edited by J. Cammarota and M. Fine, 13–22. New York: Routledge.
   Google Scholar
• Ginwright, S., and J. Cammarota. 2002. “New Terrain in Youth Development: The Promise of a Social Justice Approach.” Social Justice 29 (4): 82–95.
   Google Scholar
• Grande, S. 2008. “Response to Chapter 4.” In Revolutionizing Education: Youth Participatory Action Research in Motion, edited by J. Cammarota and M. Fine, 84–88. New York: Routledge.
   Google Scholar
• Jacobs, G. 2017. “A Guided Walk in the Woods’: Boundary Crossing in a Collaborative Action Research Project.” Educational Action Research 25 (4): 575–593. doi:10.1080/09650792.2016.1203344.
   Web of Science ®Google Scholar
• Kinloch, V., and T.S. Pedro. 2014. “The Space between Listening and Storying: Foundations for Projects in Humanization.” In Humanizing Research, edited by D. Paris and M. Winn, 21–42. Los Angeles: Sage Publications.
   Google Scholar
• Ladson-Billings, G. 1998. “Just What Is Critical Race Theory, and What’s It Doing in a Nice Field like Education?” International Journal of Qualitative Studies in Education 11 (1): 7–24. doi:10.1080/095183998236863.
   Google Scholar
• Levinson, B. 2011. “Toward an Anthropology of (Democratic) Citizenship Education.” In A Companion to the Anthropology of Education, edited by B. Levinson and M. Pollock, 279–298. Malden, MA: Wiley-Blackwell Publishing.
   Google Scholar
• Levinson, M. 2012. No Citizen Left Behind. Cambridge: Harvard University Press.
   Google Scholar
• McIntyre, A. 2000. “Constructing Meaning about Violence, School and Community: Participatory Action Research with Urban Youth.” Urban Review 32 (2): 123–154. doi:10.1023/A:1005181731698.
   Google Scholar
• Merriweather, L., T. Guy, and E. Manglitz. 2006. “Who Can Speak for Whom? Using Counter-Storytelling to Challenge Racial Hegemony.” Paper presented at the Adult Education Research Conference, Minneapolis, MN.
   Google Scholar
• Patel, L. 2012. “Contact Zones, Problem Posing and Critical Consciousness.” Pedagogies: An International Journal 7 (4): 333–346. doi:10.1080/1554480X.2012.715738.
   Google Scholar
• Sleeter, C. 2002. “State Curriculum Standards and the Shaping of Student Consciousness.” Social Justice 29 (4): 8–25.
   Google Scholar
• Solorzano, D., and T. Yosso. 2001. “Critical Race and LatCrit Theory and Method: Counter-Storytelling.” Qualitative Studies in Education 14 (4): 471–495. doi:10.1080/09518390110063365.
   Google Scholar
• Solorzano, D., and T. Yosso. 2002. “Critical Race Methodology: Counter-Storytelling as an Analytical Framework for Educational Research.” Qualitative Inquiry 8 (1): 23–44. doi:10.1177/107780040200800103.
   Google Scholar
• Torre, M.E. 2005. “The Alchemy of Integrated Spaces: Youth Participation in Research Collectives of Difference.” In Beyond Silenced Voices: Class, Race, and Gender in United States Schools, edited by L. Weis and M. Fine, 251–266. Albany: State University of New York Press.
   Google Scholar
• Torre, M.E., and J. Ayala. 2009. “Envisioning Participatory Action Research Entremundos.” Feminism and Psychology 19 (3): 387–393. doi:10.1177/0959353509105630.
   Web of Science ®Google Scholar
• Torre, M.E., M. Fine, N. Alexander, A.B. Billups, Y. Blanding, E. Genao, E. Marboe, T. Salah, and K. Urdang. 2008. “Participatory Action Research in the Contact Zone.” In Revolutionizing Education: Youth Participatory Action Research in Motion, edited by J. Cammarota and M. Fine, 23–44. New York: Routledge.
   Google Scholar
• Trickett, E., and S. Beehler. 2017. “Participatory Action Research and Impact: An Ecological Ripples Perspective.” Educational Action Research 25 (4): 525–540. doi:10.1080/09650792.2017.1299025.
   Web of Science ®Google Scholar
• Tuck, E., J. Allen, M. Bacha, A. Morales, S. Quinter, J. Thompson, and M. Tuck. 2008. “PAR Praxes for Now and Future Change: The Collective of Researchers on Educational Disappointment and Desire.” In Revolutionizing Education: Youth Participatory Action Research in Motion, edited by J. Cammarota and M. Fine, 49–83. New York: Routledge.
   Google Scholar
• Tyack, D. 2001. “Introduction.” In School: The Story of American Public Education, edited by S. Mondale and S. Patton, 1–8. Boston: Beacon Press.
   Google Scholar
• Villalpando, O. 2003. “Self-Segregation or Self-Preservation? A Critical Race Theory and Latina/O Critical Theory Analysis of a Study of Chicana/O College Students.” International Journal of Qualitative Studies in Education 16 (5): 619–646. doi:10.1080/0951839032000142922.
   Google Scholar