Academic Attack Zone

I aligned my post-structuralist writing with something more readable for the research world. I am deeply appreciative for my brilliant committee for their wisdom. Here lies my revised 6 chapter outline:

1.0 Introduction: the Imaginary Horizon

1.1 Introducing the Drop Knowledge Project

1.1.1. Etymology of the Drop Knowledge Project

1.1.2. Ethics of the Drop Knowledge Project

1. Creating the Drop Knowledge Project

1.2.1 Genealogy of the Drop Knowledge Project in New York City

1.2.2 Significance and Purpose as a Critical Literacy Study

1.2.3 Illuminating the Context of Urban Youth Organizing

1.3 Deconstructing Research Methods

1.3.1 Asking Research Questions

1.3.2. Making Academic Arguments

1.3.2 Celebrating Caveats and Interludes

1.4 Supporting a Sustainable Future for Youth Activism

1.5 Lessons on the Disruptive Power of Youth Activists

1.6 Introducing Joy as a Vital Metaphor for Convergence


2.0 Research Design

2.1 Ethical-Political Research Objectives

2.2 A Process of Participatory Polyvocality

2.2.1 Engaging in Participatory Action Research

2.2.2 Establishing Polyvocality through Critical Auto/Ethnography

2.3 Data Collection Methods

2.3.1 Contextualizing the DKPNYC Research Settings

2.3.2 Exploring the Expertise of DKPNYC Participants

2.4 Data Analysis Methods

2.4.1 Description of Data Analysis

2.4.2 Process of Data Analysis

2.5 Proof


3.0 Review of the Literature on Youth Organizing and Activism

3.1 Defining the History and Context of Youth Organizers

3.1.1 Tracing Definitions of Activism and Organizing

3.1.2 Describing Divergent Histories of Youth Activism

3.1.3 Illuminating Contemporary Contexts of Youth Organizing

3.2 Conducting Activist Research with Urban Youth Organizers

3.2.1 Contextualizing the Study of Urban Youth Organizing

3.2.2. Understanding the Research on Youth Organizing

3.2.3 Learning about Learning in Youth Organizing Projects

3.2.4 A Descriptive Analysis of Critical Literacy Praxis in Youth Organizing

3.2.5 An Activist Approach to Critical Literacy Research with Urban Youth Organizers


4.0 Review of the Literature on Critical Literacy

4.1 Negotiating a Shared Language around Literacy Learning

4.1.1 Defining Critical Literacy to Become Critically Literate

4.1.2 Tracing the Study of Critical Literacy Theory

4.2  Activating Critical Literacy Praxis

4.2.1 Contemporary Examples of Critical Literacy Research

4.2.2 Limitations to Critical Literacy in Schools

4.2.3 Lessons on the Actionable Elements of Critical Literacy Praxis

4.2.4 Innovative Approaches to Critical Literacy in the Study of Youth Organizing


5.0 Portraying Collaborative Research

5.1 Fragmented Portraits of the DKPNYC Participants

5.1.1 Vaga De Franco

5.1.2 Gentle Meadows

5.1.3 Green Strawberries

5.1.4 People’s Republic of Mars

5.1.5 Awesome Woman

5.1.6 Dominican Puerto Rican Arab


6.0 Drawing Conclusions

6.1. Community, Reflexivity, Literacy

6.1.1 On Communities of Youth Organizers

6.1.2 Reflexivity in the Collaborative Study of Organizing

6.1.3 Implications for Critical Literacy Learning

6.2  Ethics, Validity, Visioning

6.2.1 Focus on Ethics

6.2.2 Transgressive Validity

6.2.3 Implications and Visions for Further Research


~ by Elizabeth Bishop on 2012.11.05.

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