
Contents
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The 14th Amendment PAR Project, 2011–2012 The 14th Amendment PAR Project, 2011–2012
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The 14th Amendment Project Research Team The 14th Amendment Project Research Team
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Reviewing Scholarly Literature About US-Born Children of Undocumented Immigrants Reviewing Scholarly Literature About US-Born Children of Undocumented Immigrants
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Preparing for Research Preparing for Research
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Recruitment and Interview Data Collection in New England Recruitment and Interview Data Collection in New England
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Establishing Partnerships in Other Regions Establishing Partnerships in Other Regions
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Participatory Evaluation: Themes Emerge 10 Years Later Participatory Evaluation: Themes Emerge 10 Years Later
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End of 14th Amendment Project End of 14th Amendment Project
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One Last Push Toward Analysis One Last Push Toward Analysis
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Lessons from the 14th Amendment Project—10 Years Later Lessons from the 14th Amendment Project—10 Years Later
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Timing and Project Length Matters Timing and Project Length Matters
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Incorporating New Participants Incorporating New Participants
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Participatory Structure Differs from Ownership Participatory Structure Differs from Ownership
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Epistemological Commitments PAR Creates Epistemological Commitments PAR Creates
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Action Goals Can Change in a Shifting Political Context Action Goals Can Change in a Shifting Political Context
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Reflecting on the Audacity and Prudence of the Action Goals Reflecting on the Audacity and Prudence of the Action Goals
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Conclusions Conclusions
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References References
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9 Lessons from a Participatory Action Research Project Ten Years Later: Building a Political Identity Among US-Born Citizen Adult Children of Undocumented Immigrants
Get accessThomas Piñeros Shields, PhD, has over thirty years’ experience with community-based participatory action research (PAR) and pedagogical projects alongside marginalized groups to dismantle barriers of race, class, ethnicity, language, and legal statuses in New York City, Boston, East St. Louis, and several small Massachusetts cities. Over the years, he facilitated youth and adults through a wide range of PAR methods and pedagogies including interviews, photo voice, participatory urban planning and design, participatory organization/community visioning, youth-led philanthropy, documentary film-making, and environmental justice actions (i.e., tree mapping for urban heat islands). Since 2013 he has been on the faculty of the Department of Sociology at University of Massachusetts Lowell, where he regularly incorporates community-based research projects with local public and nonprofit organizational partners into classroom pedagogy. Dr. Piñeros Shields continues his dissertation research partnership with the Student Immigrant Movement (SIM), a Massachusetts-based social movement and leadership development group of undocumented immigrants who entered the United States as children. He earned a joint doctorate in Social Policy and Sociology from Brandeis University, a Masters of Arts in Urban and Environmental Policy at Tufts University, and a Bachelor of Science in Human Development and Family Studies from Cornell University. He lives in Salem, Massachusetts, with his family.
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Published:19 September 2024
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Abstract
This chapter discusses the 14th Amendment Project, a participatory action research project about the experiences and political participation of US-born children of undocumented immigrants as they come of age. The chapter presents lessons for participatory action researchers working with social movement actors: (1) timing and program length of grant funding matter, especially for youth organizations; (2) projects need to develop ways to incorporate new coresearchers who enter a research project in later stages after missing the early stages (i.e., defining a research question, etc.); (3) participation differs from ownership of a project; (4) epistemological principles about how to construct community-based knowledge when coresearchers leave a project; (5) action goals can change in a shifting political context; and (6) audacious and innovative action goals may not succeed. Reflection ten years after the project ended reveals important lessons that may contribute to future participatory action research within social movements.
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