Session 5 | SATURDAY 10:00 - 11:15 GSE 121
February 22, 2020 10:00 AM - 11:15 AM(America/Los_Angeles)
20200222T1000 20200222T1115 America/Los_Angeles Exploring Community Development and Engagement GSE 121 The 41st Annual Ethnography in Education Research Forum
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Public Performance and Democratic Practice
(A) Individual Paper, Traditional Research Track (15 minute slot)Citizenship and Civic Education 10:00 AM - 11:15 AM (America/Los_Angeles) 2020/02/22 18:00:00 UTC - 2020/02/22 19:15:00 UTC
Out-of-school contexts which shape civic education for conflict-affected youth are understudied in the West African context (Quaynor, 2015). Drawing from Liberian youth theatre artists, this ethnography uses a performance studies approach, requiring participants to “collect information, the imagination to act, think and feel as someone else and the courage to encounter alternatives; the process is open and ongoing” (Conquergood, 1985). This study focuses on youth voice and gesture, demonstrating ways in which performing arts create possibilities for collective work among youth, and how artists’ projects are made possible or constrained by the development agendas of donor organizations.
Jasmine L Blanks Jones
University Of Pennsylvania
Navigating Uncertainty in a Community of Praxis: Practitioner Inquiry in a New Major Where Students Engage in Complex Community Partnerships for Change
(B) Individual Paper, Practitioner Inquiry Track (15 minute slot)Adult, Post-Secondary and Higher Education 10:00 AM - 11:15 AM (America/Los_Angeles) 2020/02/22 18:00:00 UTC - 2020/02/22 19:15:00 UTC
This paper reports on a multiyear practitioner inquiry project investigating a new interdisciplinary major at a liberal arts college. The major is designed to support undergraduates to become activists and engaged scholars. The paper focuses centrally on the ways in which uncertainty – both designed and unplanned – enhanced or hindered students’ learning. Data analysis revealed four sources of uncertainty, including the uncertainty associated with bridging theory and practice, working with complex partnerships and with the newness of the major. Incorporating an analysis of uncertainty into conceptualizations of a community of praxis offers theoretical and practical insights for higher education.
Eric DeMeulenaere
Clark University, Education Department
Jie Park
Clark University
Sarah Michaels
Clark University
Asian and Asian-American Students’ Sense of Belonging at a U.S. Boarding School
(B) Individual Paper, Practitioner Inquiry Track (15 minute slot)Asian-American, Pacific Islander/ Diaspora 10:00 AM - 11:15 AM (America/Los_Angeles) 2020/02/22 18:00:00 UTC - 2020/02/22 19:15:00 UTC
“Community” is an important aspect of boarding school life; all-girls’ schools take “community” a step further, describing the “sisterhood” students experience. Do all students experience the same sense of community? Specifically, what is our Asian and Asian-American students’ sense of belonging in our community? This presentation focuses on how students’ Youth Participatory Action Research (YPAR) at an all-girls’ boarding school sheds light on these students’ lived experiences with belonging to our community. We will also share the arc of our nearly three-year research project, from topic selection through to developing recommendations for our school’s leadership.
Jessica Watkin
Miss Porter's School
University of Pennsylvania
Clark University
Clark University, Education Department
Clark University
Miss Porter's School
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