Overview
In Phase V we connect the research to a plan of action and go do something in the world that connects to the knowledge gained in the research process. We want to emphasize that this step is the most iterative and flexible in terms of when it happens. There may be wisdom in doing a small action project to kick off a CPAR cycle, a way to get students engaged in thinking about an issue by acting, which then leads into an inquiry. Or, the project might sit at the end of the research, which may look like using research findings to say, “Now that we know this, what can we do about it?”. In other words, the action could drive the research, or the research could drive the action.
Action projects are in many ways the most complex part of this process for people who are doing classroom-based work. We have certainly learned that running out of time within a school year is a big risk for projects. Taking action often involves a complex project management skill set, one that is essential for students to learn, but not always realistic to teach in one or two weeks at the end of a school year. In Humanities Amped, we have learned that simplifying action projects reduces the anxiety this part of the process can create for students. It is more important for students to experience a smaller action than it is for them to get lost in the maze of planning a larger action. Of course, taking a small action is a performance of possibility that we hope will lead students to engage in civic projects, activism, and organizing for the rest of their lives (see Adaptable Methods: Performances of Possibility). These action projects are often gateways. Here are some helpful ways to frame action projects in your classroom in order to make them more manageable:
Action projects are in many ways the most complex part of this process for people who are doing classroom-based work. We have certainly learned that running out of time within a school year is a big risk for projects. Taking action often involves a complex project management skill set, one that is essential for students to learn, but not always realistic to teach in one or two weeks at the end of a school year. In Humanities Amped, we have learned that simplifying action projects reduces the anxiety this part of the process can create for students. It is more important for students to experience a smaller action than it is for them to get lost in the maze of planning a larger action. Of course, taking a small action is a performance of possibility that we hope will lead students to engage in civic projects, activism, and organizing for the rest of their lives (see Adaptable Methods: Performances of Possibility). These action projects are often gateways. Here are some helpful ways to frame action projects in your classroom in order to make them more manageable:
Methods
Connect Students to Ongoing Action Projects in the World
Connect Students to Ongoing Action Projects in the World- It is ideal when we are able to match students with ongoing community efforts that connect to their project. This stems from the groundwork of community relationships discussed in Considerations for Identifying, Networking, and Building Relationships in the context of Reading the World. For example, students whose project focuses on prison reform could connect to community mentors from Louisianans for Prison Alternatives, who can share with youth about their current campaigns on reducing the prison population. Additionally, research mentors might have organizing experience which would help students think through the type of action they want to plan. You might also want to reach out to organizers or activists in the area to give a workshop on the basics of community event organizing. Most importantly, the action does not have to be too elaborate. What matters is that the action appropriately addresses the issue of the project. Here are some examples:
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Hold an Action Project Week
One way to manage time-constraints is to hold an action project week where all students conduct their action project within the span of a week or two. This format allows for concentrated class time to be dedicated to completing the projects. For example, students might visit a different English class to lead a poetry workshop for students to express their feelings about school fencing or students might choose to advocate for healthier technological practices through passing out information cards during lunch. With approval from and collaboration with school administration, the Action Project Week could be intentionally publicized and promoted as a school-wide event. This allows for more visibility of the action projects and higher attendance for students who intend to engage their peers.
Write and Pitch Proposals
Writing proposals are beneficial in that they allow students to carefully think through and clearly articulate their plan. Organizing an event also builds rhetorical and professional skills as students have to communicate their action through different mediums such as professional phone calls, emails, and publicity posts. The Research proposal outline brainstorm organizer can help ground students to their original research inquiry and purpose. As students decide which action projects to engage, students can use the Action project proposal organizer to dialogue over their plan.Here is a Simplified Template for Final Proposals.
Advocacy is Action
If organizing their own action project becomes unmanageable another way to approach action is through advocating along with a community organization working on a campaign or attending community events as a whole class or in smaller groups. After attending the event, teachers and students could dialogue and write about their experience and how the organization has used their action to address the issue.
Organizing and Managing Action Plans
Supporting multiple on-going projects can feel overwhelming. However, proper organization can help lessen anxiety and ensure everything goes well. Here is an example of a CPAR tracker where teachers can keep organized the different key documents of each CPAR group, including their action projects.
Supporting Students While Taking Action
A key skill to teach students during action project time is the magic of backwards planning. Teachers can use calendars to help students think through deadlines for the completion of specific action items. Scheduling check-ins during class and periodic celebrations when various milestones have been reached are particularly helpful to motivate students and keep a positive outlook when particular tasks seem overwhelming. It is also useful to have a version of accountability charts so students are held accountable and receive grades while the project is being completed.
The size of the action project does not matter as much as the quality of the project and the resilience and hope that students gain through seeing the power of engaging others to address an issue. Action is important since it reminds students that they have the agency to make change.