School-Based YPAR: Negotiating Productive Tensions of Participation and Possibility

Autor/inn/en	Call-Cummings, Meagan; Ní Sheanáin, Úna; Buttimer, Chris
Titel	School-Based YPAR: Negotiating Productive Tensions of Participation and Possibility
Quelle	In: Educational Action Research, 30 (2022) 1, S.76-91 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Call-Cummings, Meagan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2020.1776136
Schlagwörter	Youth; Participatory Research; Action Research; Adolescents; Foreign Countries; Teacher Student Relationship; Social Action; Ireland; United States + Suchen Sie Ihr Suchwort? Jugend; Jugendlicher; Jugendalter; Forschungstätigkeit; Projektforschung; Adolescent; Adolescence; Adoleszenz; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Soziales Handeln; Irland; USA
Abstract	YPAR seeks to position youth as experts on their worlds, investigating issues that affect their lives and then taking action to create solutions. As such, one of the key epistemological principles underpinning YPAR is the robust participation of youth throughout the knowledge creation process. A growing body of literature examines what youth participation looks like in the context of YPAR that is enacted in school settings. Building on this recent work, this paper drills down on the concept of participation as the authors examine the tensions around adult and youth participation that we faced as we engaged with youth and teachers in different participatory studies in urban Ireland, urban USA, and suburban USA. We conclude that, while those who engage in YPAR should seek collective action throughout the process, more often than not YPAR is a dance of intra-action, always shifting and flowing to respond to and take up the evolving and entangled needs, knowledges, and understandings of those involved. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01