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Joanne Marciano's research engages qualitative participatory methodologies to examine opportunities for supporting youth's literacy learning across contexts of secondary English education, urban education, teacher education and college readiness. Her work extends understandings of how curriculum and instruction, co-designed and co-authored with youth, and emerging from and with youth's communicative repertoires, reimagines enactments of teaching and learning toward social justice. Joanne's research agenda is informed by her experiences teaching secondary English for 13 years in a NYC public high school. Her current research projects include a participatory study examining issues of educational opportunity as experienced by youth across multiple school contexts. This inquiry examined youth's digital multimodal representations of their researcher positionalities as they considered issues of educational inequities in their schools and community; how youth used Youth Participatory Action Research (YPAR) as a student voice initiative to bolster justice-oriented education research; and how youth in the YPAR inquiry engaged literacy practices to design, enact and share research about issues of educational opportunity within their broader community. Another recent research project analyzed educators' experiences across 28 secondary schools in NYC as they sought to enact a culturally relevant, school-wide, college-going culture supportive of Black and Latinx youth's college readiness and access.

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