{"id":64851,"date":"2018-04-13T18:27:40","date_gmt":"2018-04-13T18:27:40","guid":{"rendered":"http:\/\/urbanresearchnetwork.org\/?p=64851"},"modified":"2024-02-08T01:05:22","modified_gmt":"2024-02-08T01:05:22","slug":"urban-special-edition-journal-of-international-journal-of-qualitative-studies-in-education","status":"publish","type":"post","link":"https:\/\/urbanresearchnetwork.org\/urban-special-edition-journal-of-international-journal-of-qualitative-studies-in-education\/","title":{"rendered":"URBAN Special Edition – Journal of International Journal of Qualitative Studies in Education"},"content":{"rendered":"

URBAN special edition<\/a>,\u00a0International Journal of Qualitative Studies in Education\u00a0<\/em>Volume 29, 2016 – Issue 10: Challenging Neoliberal Reforms through Collaborative, Community Engaged Research<\/strong><\/p>\n

Sarah R. Hobson<\/strong><\/a>,\u00a0Samara Foster<\/a>,\u00a0Dana Wright<\/a>,\u00a0Joy Howard<\/a>,\u00a0Bernadette Doykos<\/a>\u00a0&\u00a0Elizabeth Hudson<\/a><\/p>\n

Abstract<\/strong><\/p>\n

Currently, neoliberalism serves as the foundation for the majority of educational reform efforts. Neoliberal approaches repeatedly privilege the value of \u2018expert\u2019 knowledge in framing policy and practice, resulting in limited opportunities for the impact of local community knowledge and experience on teaching and learning. While the neoliberal context narrows what counts as learning, participatory action research (PAR), youth-led participatory action research (YPAR), and engaged scholarship emphasize collaborative problem-solving among community organizations and schools that can expose the dangers of neoliberal trends in education. The articles in this special edition, titled \u2018Challenging Neoliberal Reforms through Collaborative, Community Engaged Research,\u2019 illuminate diverse approaches to collaborative research aimed at fostering a more inclusive, productive dialog regarding the impact and possibilities for educational reforms in K-16 schools. The authors identify the specific neoliberal reforms that shape their contexts, the nature of their collaborative research partnerships and methods, and the kinds of inroads their coalitions are making in altering harmful neoliberal policy implementations. Individually and collectively, the authors speak about new ways of framing the impact of neoliberalism on local communities. They provide alternative designs for educational policies.<\/p>\n

<\/p>\n

Toward social movement activist research<\/a>\u00a0by Rhoda Rae Gutierrez\u00a0et al.<\/p>\n

The Refusal: teachers making policy in NYC<\/a>\u00a0 by Christine Brigid Malsbary<\/p>\n

Institutional participation and social transformation: considering the goals and tensions of university-initiated YPAR projects with K-12 youth<\/a>\u00a0by\u00a0Nicole Mirra\u00a0et al.<\/p>\n

Into our hoods: where critical performance pedagogy births resistance<\/a>\u00a0by\u00a0Allyson Tintiangco-Cubales\u00a0et al.<\/p>\n

Youth Participatory Action Research (YPAR) 2.0: how technological innovation and digital organizing sparked a food revolution in East Oakland<\/a>\u00a0by\u00a0Antwi Akom\u00a0et al.<\/p>\n","protected":false},"excerpt":{"rendered":"

URBAN special edition,\u00a0International Journal of Qualitative Studies in Education\u00a0Volume 29, 2016 – Issue 10: Challenging Neoliberal Reforms through Collaborative, Community Engaged Research Sarah R. Hobson,\u00a0Samara Foster,\u00a0Dana Wright,\u00a0Joy Howard,\u00a0Bernadette Doykos\u00a0&\u00a0Elizabeth Hudson Abstract Currently, neoliberalism serves as the foundation for the majority of educational reform efforts. Neoliberal approaches repeatedly privilege the value […]<\/p>\n","protected":false},"author":4416,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"jetpack_post_was_ever_published":false,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","enabled":false}}},"categories":[23,166,167],"tags":[158],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p7HMh0-gRZ","_links":{"self":[{"href":"https:\/\/urbanresearchnetwork.org\/wp-json\/wp\/v2\/posts\/64851"}],"collection":[{"href":"https:\/\/urbanresearchnetwork.org\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/urbanresearchnetwork.org\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/urbanresearchnetwork.org\/wp-json\/wp\/v2\/users\/4416"}],"replies":[{"embeddable":true,"href":"https:\/\/urbanresearchnetwork.org\/wp-json\/wp\/v2\/comments?post=64851"}],"version-history":[{"count":3,"href":"https:\/\/urbanresearchnetwork.org\/wp-json\/wp\/v2\/posts\/64851\/revisions"}],"predecessor-version":[{"id":64866,"href":"https:\/\/urbanresearchnetwork.org\/wp-json\/wp\/v2\/posts\/64851\/revisions\/64866"}],"wp:attachment":[{"href":"https:\/\/urbanresearchnetwork.org\/wp-json\/wp\/v2\/media?parent=64851"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/urbanresearchnetwork.org\/wp-json\/wp\/v2\/categories?post=64851"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/urbanresearchnetwork.org\/wp-json\/wp\/v2\/tags?post=64851"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}