Inspired by critical, abolitionist, and decolonial traditions, my scholarship and movement work explore how reclaiming education as a practice of freedom can nurture collective praxis.
Ultimately, I seek to work in solidarity with those actively resisting oppression to cultivate spaces where we can ask hard questions about our realities, build power, and democratically imagine and author more just and humanizing futures.
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Writing a first book with young people navigating California’s carceral geographies
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“Come Visit With Us”, accepted at Departures in Critical Qualitative Inquiry
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Nothing About Us Without Us
A case study of youth voice, power and participation in East Side Union High School District.
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UCLA Center for the Transformation of Schools · 2022
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Critical qualitative inquiry and youth participation
Miguel Casar Rodriguez studies the relationship between knowledge, power and educational justice. Youth participation is part of that inquiry: who gets to ask the questions, and who takes part in decisions about education?
Knowledge, power and lived experience
Critical qualitative research asks how knowledge is produced and whose experience is recognized. Attention to power and lived experience shapes both the questions a study asks and how its findings are interpreted.
Young people as researchers and participants
Young people can help conduct research and take part in decisions that affect their lives. This approach treats them as contributors to inquiry, with knowledge and questions of their own.
Democracy and education
Research on public schools brings these questions into school governance. Miguel’s collaborative work examines student participation and the work of school board members, connecting educational justice to the decisions made in public education.
