Abstract
ABSTRACT In career and technical education (CTE), the vocational-academic divide continues to influence practices and policies that shape students’ experiences. Drawing on a qualitative study and retrospective analysis, we argue that hands-on learning with critical praxis is important for engaging students in CTE. A theory of change, focused on the human potential of students in the process of becoming, offers possibilities for extending learning opportunities. For educators, enacting a theory of change in any learning environment is difficult and, at times, still not enough. In this article, the authors reflect on their experiences working with students interested in multimedia production who engaged in youth participatory action research at one particular CTE high school.
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