Title Pending 113

Participatory action research and the arts are tools to bridge power divides found in disciplinary learning where many students have traditionally been excluded (e.g., STEM). In this study, we apply an Artist/Researcher model as a way of positioning individuals within a social context, anchoring their identities around shared values and epistemic practices. Situated in four after-school projects with Chicago Arts Partnerships in Education, we explore how an Artist/Researcher model that is rooted in constructionism can lead to new ways of considering how artwork itself might enhance the aims and processes of participatory action research. We find that the Artist/Researcher model supports transdisciplinary learning in ways that foreground student agency and social dialogue in community: through materials and design choices; representing self as expert, leader, and creator; co-opting activities and transforming participation; and engaging with art and science as tools for social change. This study has implications for applying constructionism to participatory action research in out-of-school settings and for designing interdisciplinary or transdisciplinary learning experiences.