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- Title
Questioning Our Questions: Assessing Question Asking Practices to Evaluate a yPAR Program.
- Authors
Grace, Sarah; Langhout, Regina
- Abstract
The purpose of this research was to examine question asking practices in a youth participatory action research (yPAR) after school program housed at an elementary school. The research question was: In which ways did the adult question asking practices in a yPAR setting challenge and/or reproduce conventional models of power in educational settings? We aligned Fink's taxonomy (Creating significant learning experiences: an integrated approach to designing college courses. Jossey-Bass, San Francisco, ) to Freire's (The pedagogy of the oppressed. Continuum, New York, 1970/) banking concept and problem-posing educational models. All adult questions were categorized from twelve randomly selected yPAR sessions over 2 years. The program served 4th and 5th grade students. Of the 500+ questions adults asked, 17 % were foundational (aligned with Freire's banking concept). All other questions were aligned with Freire's problem-posing model. Specifically, 34 % were application, 3 % were integration, 15 % were caring, 11 % were human dimension, and 8 % were learning how to learn questions. By studying question asking patterns and practices, we gained a better understanding of how students and adults navigated this particular after school space, which, at its core, sought to disrupt conventional notions of power and status.
- Subjects
ADULT-child relationships; PROBLEM solving methodology; EDUCATION; ELEMENTARY schools; STUDENT engagement; MATHEMATICAL models
- Publication
Urban Review, 2014, Vol 46, Issue 4, p703
- ISSN
0042-0972
- Publication type
Article
- DOI
10.1007/s11256-014-0279-4