"YPAR, Critical Whiteness, and Generative Possibilities. A Response" by Chris Corces-Zimmerman, Jamie Utt et al.

Article Title

YPAR, Critical Whiteness, and Generative Possibilities. A Response to “Sam and Cristina: A Dialogue Between a High School Teacher and Student about the Commoditization of People of Color”

Authors

Chris Corces-Zimmerman, University of ArizonaFollow
Jamie Utt, University of ArizonaFollow
Nolan L. Cabrera, University of ArizonaFollow

Abstract

In this response to the article by Tanner and Corrie, the authors provide three critiques of the methodology and theoretical framing of the study with the hopes of informing future scholarship and practice. Specifically, the three critiques addressed in this paper include the integration of CWS frameworks and YPAR methodology, the application and description of CWS and YPAR frameworks, and the role of power in the relationship between educator and student that served as the central medium for the study.

Response to Article

Samuel J. Tanner and Cristina Corrie, Sam and Cristina: A Critical Dialogue Between a Teacher and Student About the Commoditization of People of Color by Schools

Recommended Citation

Corces-Zimmerman, C. , Utt, J. , Cabrera, N. L. (2017). YPAR, Critical Whiteness, and Generative Possibilities. A Response to “Sam and Cristina: A Dialogue Between a High School Teacher and Student about the Commoditization of People of Color”. Democracy and Education, 25 (1), Article 10.
Available at: https://democracyeducationjournal.org/home/vol25/iss1/10

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