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Rethinking Latin@ Student Engagement: Identification, Community Engagement, and Transformative Learning Through Youth Participatory Action Research

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Rethinking Latin@ Student Engagement: Identification, Community Engagement, and Transformative Learning Through Youth Participatory Action Research RETHINKING LATIN@ STUDENT ENGAGEMENT: IDENTIFICATION, COMMUNITY ENGAGEMENT, AND TRANSFORMATIVE LEARNING THROUGH YOUTH PARTICIPATORY ACTION RESEARCH by Cristina Alexandra Guerrero A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Department of Curriculum, Teaching, and Learning Ontario Institute for Studies in Education of the University of Toronto © Cristina Alexandra Guerrero (2014) ii Rethinking Latin@ student engagement: Self-identification, community engagement, and transformative learning through youth participatory action research Cristina Alexandra Guerrero Doctor of Philosophy Department of Curriculum, Teaching, and Learning University of Toronto 2014 Abstract My dissertation explores the ways in which youth participatory action research (YPAR) can provide students with the affective and the socio-educational experiences to become agents of personal, social, as well as educational change. My analysis is centred on a YPAR pilot study at Urban High School (pseudonym), a central Toronto secondary school with large numbers of students who self-identified as Latin@. This YPAR program, which was implemented as a Saturday senior social science credit course, involved 20 Latin@ students from diverse national, ethnic and academic backgrounds. Through a transnational Latin@ feminist lens and a methodological framework of YPAR, I examine how the students describe the processes of self- identification, community engagement, and transformative learning. While exploring the students’ perspectives on their engagement and learning throughout the course, this dissertation problematizes conventional forms of schooling and argues for the necessity of shifting schooling towards more culturally relevant and student-centred pedagogies such as YPAR. The findings of this dissertation present YPAR as an alternative pedagogy that provides students with the opportunities to participate in collaborative learning environments through which they can develop knowledge as well as critically engage with issues that are relevant to them. In turn, this youth-centred pedagogy provides students with various forms of resources that iii create vast possibilities for transformative learning on individual and collective levels. Included in these possibilities is the building of relationships as well as critical dialogue on a variety of topics like power relations, gender, race, immigration, and schooling. The opportunities for such critical conversations cultivate a relevant context through which students can develop their research and inquiry skills and acquire a foundation through which to learn more about themselves and their social context. The dissertation concludes with an account of how this YPAR work has been expanded beyond the course and into further work with Latin@ and other groups of youth. This account points not only to the necessity of rethinking conventional forms of schooling, but also to the possibilities that YPAR yields for empowering youth to shift how they see themselves and engage with the world around them. iv Acknowledgements It would be inaccurate to present this dissertation as a product of a single author. In fact, this dissertation stems from the work of a number of people who provided their input in different ways and at different times throughout this research journey. Here, I would like to express my gratitude to the people whose experiences, enthusiasm, and words of encouragement have helped shape not only this dissertation, but also my practices as an academic and educator. To my thesis committee and examiners: Firstly, I would like to thank my thesis supervisor Rubén Gaztambide-Fernández, who not only pushed me to think further, but who also listened whenever I had questions (even the simplistic ones!) and when I needed someone to talk to. Rubén, you are more than a supervisor; you are a true mentor from whom I have learned so much. Your pep lines in the last few weeks have been especially motivational, especially during those moments when I felt that I just couldn`t write any more. ¡Muchas gracias, profesor! I also extend my thanks to Professors Lance McCready and Heather Sykes for their valuable feedback and helpful suggestions for taking my work further in this dissertation and beyond. Additionally, the coursework that I have taken with each of you has been extremely valuable in the development of my doctoral and professional work. Thank you! Gracias, Professor Rob Simon, for your enthusiastic and constructive feedback. Your questions and comments have certainly pushed me to think further about the different components that operationalize YPAR, not only for this dissertation but also for potential projects in the future. v I would also like to thank my external examiner, Professor Patricia Sánchez, for her in- depth feedback and warm words of encouragement on a variety of components in this dissertation. It was a pleasure to have met you! To my TDSB colleagues: A special thanks goes out to Jim Spyropoulos, Executive Superintendent of Equity and Inclusive Schools. Your unwavering support and commitment to student success truly makes a difference in the lives of many students, including me. Gracias, señor Spyropoulos, for being a caring mentor as well as a true champion of equity in our schools. I am honoured to work with you and look forward to our continued collaboration. I extend my thanks to Mónica Rosas, whose smiles and innovative pedagogies brought a special life to the Proyecto Latin@ course that words cannot fully describe. You are truly an exemplary teacher – I really mean that. A special thanks goes out to the Principal and to the Student Success teacher at Urban High School. You have both displayed an admirable commitment to student engagement and success, not only with respect to Proyecto Latin@, but also in terms of the current Equity Studies courses. You both welcomed me back to Urban High School in my new role as Instructional Leader and fully supported my idea to continue the collaboration that we began three years ago. I look forward to continue seeing you at the school on Saturdays Thanks, Karen Galeano, for your enthusiastic involvement in the TDSB’s work with Latin@ students, both in the exploratory phase of Proyecto Latin@ and as a co-instructor for the current Equity Studies program at Urban High School. You certainly put in a lot of heart into your work with Latin@ youth and it shows! To my family: I whole-heartedly thank my mami and my papi for their unconditional love and encouragement throughout the whole journey. You moved homes to be closer to me vi when I really needed you the most, and you always tried to make me smile. For that, and for your abrazos – and mami, for the sopa y arroz that you always sent me – I will always be thankful. I’m so lucky to have you as parents! Elizabeth, oh my goodness! It’s so funny how we took two totally different paths in university and yet ended up as project colleagues for the Proyecto Latin@ YPAR course! Without your honest and critical feedback, my academic and professional work would not have taken the directions that it has. Thanks so much for being a great sister and letting me run my ideas by you – even when I woke you up in the middle of the night with my calls and texts! Thank you to my brother Luis for listening to my ideas, even when they were at their beginning stages and made little sense. Finally your question about when I’ll be done can be answered! To my little girl Isabel, who was still a baby in diapers when I began this journey. I remember trying to write as you were sitting on my lap and scribbling all over my papers! Your mami`s almost done with what you call “the other school`s work” – very soon we can go to the museum every weekend to visit the dinosaurs! I love you so much! To my partner and best friend Benjamin – what a roller coaster that the past six years have been! You were there to support me when I doubted myself, and offered to listen to my ideas, even when we were supposed to be out on a coffee date. You gave me your unconditional love and support, and put up with my hectic schedule and the paper messes that I created in various places of our home, including near our daughter`s toys. You calmed me when I cried, and hugged me even when I was in the worst of moods. Te iubesc foarte mult! To the students: This work could not have been possible if it were not for the students who have provided their insight and perspectives during the research, the dissertation writing vii process, and beyond. While the students must all remain anonymous here, the passion, dedication, and leadership that each and every one of them contributed has shaped – and continues to shape – this work in more ways that they can imagine. ¡Gracias a tod@s ustedes! viii Table of Content Introduction: From exploratory research to youth participatory action research: The story of Proyecto Latin@ and Cristina, the Latin@ teacher and researcher ……………………...1 Taking U.S. theory on Latin@ students to Canada……………………………………….5 Initiating Latin@-Canadian research on education……………………………………….6 Implementing Proyecto Latin@..........................................................................................7 YPAR with Latin@ youth: Problematizing common conceptions of research…………...9 The organization of this dissertation……………………………………………………..13 Chapter 1: Latin@ in multicultural Canada, Latin@ in Toronto’s public schools……….16 What’s in a name? The “Latin@ vs. Hispanic” debate…………………………………..17 Hispanic: “Tied by a series
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