This qualitative study explored the ways in which our classroom community (students and teacher) engaged with humanizing pedagogy in a seventh grade science classroom, toward the full development (e.g. personal, social, emotional, academic) of our classroom community, and the dismantling of inequitable practices and unjust policies that we recognized in our science classroom, school and/or community while utilizing the process of teacher and student participatory action research (tsPAR) (Adamian, 2015) and Critical Race Praxis for Educational Research (CRP-Ed) (Jayakumar & Adamian, 2015).
This study examined the complexities of mutually engaging across differing positionalities while intentionally working in spaces of distress (e.g. push and pull between oppression and liberation). The findings demonstrated the ways in which building a beloved community while situated within an oppressive U.S. schooling system, supported students and teacher toward cultivating pedagogy rooted in love and agency, with a collective commitment toward social justice. As a result, this study contributed toward expanding the possibilities for teaching and learning toward social justice in constricting institutional contexts that honor students and teachers relationships while simultaneously defining for ourselves the purpose of schooling and who we are.
","abstract_html":"<p>This qualitative study explored the ways in which our classroom community (students and teacher) engaged with humanizing pedagogy in a seventh grade science classroom, toward the full development (e.g. personal, social, emotional, academic) of our classroom community, and the dismantling of inequitable practices and unjust policies that we recognized in our science classroom, school and/or community while utilizing the process of teacher and student participatory action research (tsPAR) (Adamian, 2015) and Critical Race Praxis for Educational Research (CRP-Ed) (Jayakumar & Adamian, 2015).</p> <p>This study examined the complexities of mutually engaging across differing positionalities while intentionally working in spaces of distress (e.g. push and pull between oppression and liberation). The findings demonstrated the ways in which building a beloved community while situated within an oppressive U.S. schooling system, supported students and teacher toward cultivating pedagogy rooted in love and agency, with a collective commitment toward social justice. As a result, this study contributed toward expanding the possibilities for teaching and learning toward social justice in constricting institutional contexts that honor students and teachers relationships while simultaneously defining for ourselves the purpose of schooling and who we are.</p>","abstract_has_math":false,"creators":["Adamian, Annie Sunshine"],"institution":null,"degree_name":"Doctor of Education (Ed.D.)","degree_level":"Dissertation","degree_discipline":"International and Multicultural Education","degree_department":null,"school":null,"contributors":["Emma H. Fuentes","Shabnam Koirala Azad","Patrick Camangian"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-01-01T08:00:00Z","date_published":"2016-01-01T08:00:00Z","updated_at":"2026-07-24T05:43:40Z","subjects":["cultivating pedagogy","neoliberalism","participatory action research","social justice","teacher and student participatory action research","youth participatory action research","Education","Science and Mathematics Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repository.usfca.edu/diss/311","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Emma H. Fuentes","Shabnam Koirala Azad","Patrick Camangian"]},{"key":"dc:creator","label":"Author","values":["Adamian, Annie Sunshine"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-09-21T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["International and Multicultural Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["cultivating pedagogy","neoliberalism","participatory action research","social justice","teacher and student participatory action research","youth participatory action research","Education","Science and Mathematics Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://repository.usfca.edu/diss/311"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This qualitative study explored the ways in which our classroom community (students and teacher) engaged with humanizing pedagogy in a seventh grade science classroom, toward the full development (e.g. personal, social, emotional, academic) of our classroom community, and the dismantling of inequitable practices and unjust policies that we recognized in our science classroom, school and/or community while utilizing the process of teacher and student participatory action research (tsPAR) (Adamian, 2015) and Critical Race Praxis for Educational Research (CRP-Ed) (Jayakumar & Adamian, 2015).
This study examined the complexities of mutually engaging across differing positionalities while intentionally working in spaces of distress (e.g. push and pull between oppression and liberation). The findings demonstrated the ways in which building a beloved community while situated within an oppressive U.S. schooling system, supported students and teacher toward cultivating pedagogy rooted in love and agency, with a collective commitment toward social justice. As a result, this study contributed toward expanding the possibilities for teaching and learning toward social justice in constricting institutional contexts that honor students and teachers relationships while simultaneously defining for ourselves the purpose of schooling and who we are.
"]},{"key":"dc:title","label":"Title","values":["A Moving Imagination in Spaces of Distress: Teacher and Student Agency in a Science Classroom"]}]}],"canonical_facts":{"dc:contributor":["Emma H. Fuentes","Shabnam Koirala Azad","Patrick Camangian"],"dc:creator":["Adamian, Annie Sunshine"],"dc:date.available":["2016-09-21T07:00:00Z"],"dc:description.abstract":["This qualitative study explored the ways in which our classroom community (students and teacher) engaged with humanizing pedagogy in a seventh grade science classroom, toward the full development (e.g. personal, social, emotional, academic) of our classroom community, and the dismantling of inequitable practices and unjust policies that we recognized in our science classroom, school and/or community while utilizing the process of teacher and student participatory action research (tsPAR) (Adamian, 2015) and Critical Race Praxis for Educational Research (CRP-Ed) (Jayakumar & Adamian, 2015).
This study examined the complexities of mutually engaging across differing positionalities while intentionally working in spaces of distress (e.g. push and pull between oppression and liberation). The findings demonstrated the ways in which building a beloved community while situated within an oppressive U.S. schooling system, supported students and teacher toward cultivating pedagogy rooted in love and agency, with a collective commitment toward social justice. As a result, this study contributed toward expanding the possibilities for teaching and learning toward social justice in constricting institutional contexts that honor students and teachers relationships while simultaneously defining for ourselves the purpose of schooling and who we are.
"],"dc:identifier":["https://repository.usfca.edu/diss/311"],"dc:subject":["cultivating pedagogy","neoliberalism","participatory action research","social justice","teacher and student participatory action research","youth participatory action research","Education","Science and Mathematics Education"],"dc:title":["A Moving Imagination in Spaces of Distress: Teacher and Student Agency in a Science Classroom"],"thesis:degree_discipline":["International and Multicultural Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (Ed.D.)"]},"updated_at":"2026-07-24T05:43:40Z"}