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Title: Critical Participatory Co-Analysis: A New Opportunity for the Field
Authors: Greenberg, Day
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Greenberg, D. (2020). Critical Participatory Co-Analysis: A New Opportunity for the Field. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 5 (pp. 2709-2711). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: Researchers have called for more frameworks and tools to explore challenges in STEM education (Feinstein, 2017; Philip & Azevedo, 2017). I offer critical participatory coanalysis (Greenberg, 2019) as a transformative tool that led to new knowledge built from multiple data points and perspectives, grounded in the acknowledgment of youth expertise over their own lived experiences and contexts, as a joyful commitment to multivocal truth and powersharing in participatory research on youth lives. Our methods helped us reach richer findings together on how youth experienced and made sense of their efforts as they moved towards their futures. It also helped us reimagine what youth-adult research could be, feel like, and produce. Critical participatory co-analysis offers the field of educational research a new method of analysis that seeks greater mutuality and transparency between researcher and those who are researched.
Appears in Collections:ICLS 2020

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