ABSTRACT
AU G U ST I N E ROM E RO, J U L IO C A M M A ROTA , K I M D OM I NG U E Z , LU I S VA L DE Z , G R E C IA R A M I R E Z ,
A N D L I Z H E R NA N DE Z I N OR DE R OF A P P E A R A NC E W I T H I N T H E C HA P T E R
Th is chapter discusses the Social Justice Education Project (SJEP) and its participatory action research program off ered in the Tucson Unifi ed School District (TUSD). Th e discussion focuses on some of the successes and struggles of the SJEP throughout the fi ve years in which the program has been active. We also describe the pedagogical theory driving the SJEP, which simultaneously elevates student voices, consciousness, and academic performance. Th e chapter concludes with student voices explaining how the SJEP and their involvement with participatory action research (PAR) infl uenced their perceptions of themselves as well as their capacities for social action.
