Abstract
AbstractThe authors examine how youth participants in the Central City Youth Participatory Action Research (YPAR) project (a pseudonym) enacted literacy practices toward social justice. Specifically, the authors examine how youths rendered writing in the context of the Central CityYPARproject to design and enact research about issues of educational opportunity and to share findings of their research with community stakeholders. Taken together, youths’ enactments of writing provide insights into how and why secondary educators may consider incorporatingYPARprojects into their own work with students.
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