Episode 6: A Conversation Between Nicole Mirra, Antero Garcia and Melanie Bertrand
Details
This episode is the first featuring conversation between Mel Bertrand, Nicole Mirra, and Antero Garcia. In this episode, Mel, Nicole, and Antero discuss ethical commitments and dissemination of youth knowledge while conducting YPAR. They discuss the opportunities and tensions of conducting YPAR within schools; and how YPAR must both expand the definition of what counts as research and also serve purpose beyond academia; the tensions of conducting YPAR when its’ labour benefits adults.
Nicole Mirra is an assistant professor of urban teacher education in the Graduate School of Education at Rutgers, The State University of New Jersey. She previously taught high school English Language Arts in Brooklyn, New York and Los Angeles, California. Her research explores the intersections of critical literacy and civic engagement with youth and teachers across classroom, community, and digital learning environments.
Antero Garcia is an assistant professor in the Graduate School of Education at Stanford University. His work explores how technology and gaming shape learning, literacy practices, and civic identities. Based on his research focused on equitable teaching and learning opportunities for urban youth through the use of participatory media and gameplay, Antero co-designed the Critical Design and Gaming School--a public high school in South Central Los Angeles.
Melanie Bertrand is an associate professor at Arizona State University. Her research explores the potential of youth and community leadership to improve schools and challenge systemic racism and other forms of oppression in education. She applies cultural-historical activity theory to better understand how youth and community members engage in roles of activism, governance, and leadership within education.
This episode was hosted and directed by Naima Raza, produced by Ruben Gaztambide-Fernandez and Sarah Switzer, and supported by Youth Research Lab Research Assistants, Andrea Vela Alarcon and Madeleine Ross.
References and Further Reading
Duncan-Andrade, J., & Morrell, E. (2008). The art of critical pedagogy: Possibilities for moving from theory to practice in urban schools. Peter Lang.
Lac, V. T., & Fine, M. (2018). The Good, the Bad, and the Ugly: An Autoethnographic Journey on Doing Participatory Action Research as a Graduate Student. Urban Education, 53(4), 562–583. https://doi.org/10.1177/0042085918762491
Lac, V. T. (2019). The critical educators of color pipeline: Leveraging youth research to nurture future critical educators of color. The Urban Review. https://doi.org/https://doi.org/10.1007/s11256-019-00507-4
Mirra, N., Filipiak, D., & Garcia, A. (2015). Revolutionizing inquiry in urban English classrooms: Pursuing voice and justice through Youth Participatory Action Research. English Journal, 105(2), 49–57.
Tuck, E., & Guishard, M. (2013). Uncollapsing ethics: Racialized sciencism, settler coloniality, and an ethical framework of decolonial participatory action research. In T. M. Kress, C. S. Malott, & B. J. Porfilio (Eds.),Challenging status quo retrenchment: New directions in critical qualitative research (pp. 3–27). Information Age Publishing, Inc.
