Although often not recognized, young people and educators have a rich history of being at the forefront of social change movements. During the civil rights era youth were involved at every level and historians laud the efforts of young people during the Obama campaign, citing their energy and cutting edge technology as a key tool of his victory. This study raises the visibility of the youth experience within schools and privileges their knowledge to inform educational practice within alternative schools.
Using a constructivist grounded theory methodology and a theoretical framework of liberatory education, this qualitative study examines the experiences of five alternative school youth who collaborated with high school teachers and college professors to develop and facilitate the Early College Access Advocacy Project (ECAAP). Their individual and collective journey from school alienation to activism for educational access reveals a theory of transformation from the inside out as youth translated their internal experiences, motivations, and passions into external action to change their community.
As their stories tell, the transformation from school alienation to activism for education did not emerge from magic, or from one phenomenal experience. Rather, it occurred through a series of relationships and opportunities that served as entry points for engagement. Participant reflections, insights, and critical observations of schools raise provocative questions about the role of marginalized youth in educational reform.
|Commitee:||Brown, Andrae L., Galloway, Mollie|
|School:||Lewis and Clark College|
|School Location:||United States -- Oregon|
|Source:||DAI-A 74/05(E), Dissertation Abstracts International|
|Keywords:||Alternative education, Freirean pedagogy, Grounded theory, Systemic change, Transformative education, Youth leadership|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be