The Quandary of Youth Participatory Action Research in School Settings: A Framework for Reflecting on the Factors That Influence Purpose and Process

Autor/inn/en	Brion-Meisels, Gretchen; Alter, Zanny
Titel	The Quandary of Youth Participatory Action Research in School Settings: A Framework for Reflecting on the Factors That Influence Purpose and Process
Quelle	In: Harvard Educational Review, 88 (2018) 4, S.429-454 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8055
Schlagwörter	Youth; Participatory Research; Action Research; Adolescents; Critical Theory; Social Justice; Power Structure; Barriers; Graduation; Urban Schools; Educational Research; High School Students; Research Problems; Decision Making + Suchen Sie Ihr Suchwort? Jugend; Jugendlicher; Jugendalter; Forschungstätigkeit; Projektforschung; Adolescent; Adolescence; Adoleszenz; Kritische Theorie; Soziale Gerechtigkeit; Abschluss; Graduierung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Bildungsforschung; Pädagogische Forschung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Forschungskritik; Decision-making; Entscheidungsfindung
Abstract	Youth participatory action research (YPAR) is a form of critical participatory action research that provides young people with opportunities to identify injustices in their current social realities, to gather and analyze data about these phenomena, and to determine actions that will begin to rectify their negative outcomes. A growing body of evidence suggests that YPAR projects improve outcomes for individual youth as well as the organizations/settings they act on. Despite this, the extent to which YPAR can and should be used in institutions that reproduce dominant cultural power dynamics remains a subject of debate. Building on recent studies that explore the tensions inherent in school-based YPAR projects, in this theoretical essay Gretchen Brion-Meisels and Zanny Alter put three fundamental tenets of YPAR--participation, purpose, and level of analysis--into conversation with each other. Illustrating their points using examples from an ongoing YPAR project that explores barriers to on-time graduation at an urban high school, they describe the ways in which these tenets are central to YPAR projects and identify several elements of schooling that complicate decision making around these fundamental ideas. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01