This article examines a classroom-based implementation of Youth Participatory Action Research (YPAR) that integrates art-based autobiographical methods to support student reflection, identity exploration, and voice. Grounded in a year-long collaboration between a ninth-grade English teacher and Project HighKEY at Cleveland State University, the…

Drawing from six-months of action research with spectacle theatre-makers in Chicago, this study explores multimodal, expeditionary practice of teaching artists who apprenticed girls through Redmoon Theatre's Dramagirls program. Concepts of new literacy design and aesthetic experience illustrate teaching in socio-semiotic and material worldcraft,…

Maker-based learning activities offer benefits to both students and educators; however, there exist few research examples that examine how educators enact a process of identity exploration when implementing maker activities in their instruction. The Projective Reflection framework was used to assess three science educators' identity exploration as…