"It's Everybody's Job": Youth and Adult Constructions of Responsibility to Take Action for School Change through PAR

Autor/inn/en	Bertrand, Melanie; Salinas, Sarah M.; Demps, Dawn; Rentería, Roberto; Durand, E. Sybil
Titel	"It's Everybody's Job": Youth and Adult Constructions of Responsibility to Take Action for School Change through PAR
Quelle	In: Urban Review: Issues and Ideas in Public Education, 52 (2020) 2, S.392-414 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-019-00537-y
Schlagwörter	Action Research; Participatory Research; Junior High School Students; Youth; Responsibility; Individual Power; Social Justice; Social Change; Urban Schools; Adults; Social Action + Suchen Sie Ihr Suchwort? Projektforschung; Forschungstätigkeit; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Jugend; Jugendlicher; Jugendalter; Verantwortungsübernahme; Zuständigkeit; Eigeninitiative; Soziale Gerechtigkeit; Sozialer Wandel; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Soziales Handeln
Abstract	Participatory action research (PAR) with youth holds potential to spur social justice-oriented change due to its explicit orientation to transform systemic inequity. Whereas youth in PAR projects embody agency in their actions, they hold less institutional power than adults in positions of authority. In addition, youth who have been marginalized along lines of race, dis/ability, language, and/or other forms of socially constructed difference may be positioned in ways that further undermine their power. How PAR with youth can lead to changes in policies and practices in the face of these power dynamics is not yet fully understood. One mechanism that may heighten the potential of PAR with youth to promote change is a shared sense of responsibility and agency between the youth involved in PAR and those adults they may be trying to influence. This article explores this area, investigating a PAR project involving junior high youth at a K-8 school in an urban area. We examine the youth and school adults' constructions of responsibility and how these shaped possibilities for collective transformative agency. Ultimately, our article elucidates how PAR can more effectively be used as a lever to propel social justice in education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01