“Why don’t we learn like this in school?” One participatory action research collective’s framework for developing policy thinking

Authors

Mayida ZaalFollow
Jennifer Ayala

Document Type

Article

Publication Date

1-1-2013

Journal / Book Title

Journal of Curriculum Theorizing

Abstract

This article explores the ways in which schools and communities can create conditions whereby youth can develop and strengthen policy thinking as they pursue advocacy, action, and participatory policy making. Based on a participatory action research (PAR) project created to address the implications of New Jersey’s high school graduation requirements, this framework engages young people in critical policy analysis. Utilizing PAR as a critical pedagogy, we consider the curricula and structures that could nurture policy thinking, as we involve young people in deep critique, analysis, and knowledge production towards community concerns. We describe four dimensions of policy thinking and propose a PAR-based policy thinking framework.

Comments

JCT publishes under a custom open access license modeled on the Creative Commons Attribution-NonCommercial (CC BY-NC) license.

DOI

10.63997/jct.v29i2.481

MSU Digital Commons Citation

Zaal, Mayida and Ayala, Jennifer, "“Why don’t we learn like this in school?” One participatory action research collective’s framework for developing policy thinking" (2013). Department of Teaching and Learning Scholarship and Creative Works. 198.
https://digitalcommons.montclair.edu/teaching-learning-facpubs/198

Published Citation

Zaal, M. and Ayala, J. (2013). "Why don't we learn like this in School?" One participatory action research collective's framework for developing policy thinking. Journal of Curriculum Theorizing, 29(2).