“I’ll Save You a Seat”: Negotiating Power in a Participatory Action Research Project with Queer and Trans Young Adults

Abstract

Youth participatory action research (YPAR) provides a model for youth leadership in research aimed at tangible improvements to their lives. We employed YPAR with queer and trans young adults in a qualitative study about trans high school youth. In this paper, we highlight the importance of relationships, dialog and reflexivity to ensuring ongoing critical reflection on the ethical nature of what often appear as methodological and operational issues. Our research underscores the tensions, contradictions, and limitations of sharing power that emerge in collaborations across age, race, educational attainment, and lived experience.

Co‐production of health and social science research with vulnerable children and young people: A rapid review

“…Brady et al 27 Lincoln et al 28 Varjavandi 29 Contribute to the choice of research design/method Mitchell et al 30 Ritterbusch et al 31 Gray et al, 23 Nichols and Malenfant 32 Pavarini et al 18 Alderson et al 33 Liddiard et al 34 Develop data collection tools Kelly et al, 35 Noom et al, 36 Taylor et al, 37 Torronen et al 38 Garcia et al 39 Thulien et al 40 Hillier et al, 41 Ritterbusch et al 31 Dadswell et al, 22 Embleton et al, 42 Funk et al, 43 Lam et al, 44 Varjavandi, 29 van Staa et al 45 Liddiard et al 34 Recruitment Lincoln et al 28 Ritterbusch et al 31 Liddiard et al 34 Data collection Brady et al, 27 Curran et al, 46 Kelly et al, 35 Garcia et al, 39 Lincoln et al, 28 Mitchell et al, 30 Hillier et al, 41 Ritterbusch et al, 31 Coser et al, 47 Gray et al, 23 Kramer et al, 48 Lam et al, 44 Nichols and Malenfant, 32 Varjavandi, 29 van Staa et al 45 Chappell et al, 49 Liddiard et al…”

“…Burke et al, 50 Torronen et al, 38 Lincoln et al, 28 Mitchell et al, 30 Thulien et al 40 Hillier et al, 41 Ritterbusch et al 31 Coser et al, 47 Dadswell et al, 22 Funk et al, 43 Gray et al, 23 van Staa et al 45 Pavarini et al 18 Mawn et al 25 to respond to the varying needs and abilities of CYP to help CYP overcome personal barriers to participation and to support in difficult times. 47 This can have significant cost implications.…”

Reimagining literacies through child–parent collaborations

“…Although education is about learning, often the voices of learners are silenced. Hillier and Kroehle (2021) explained that “adultism…fails to acknowledge the agency and heterogeneity of young people” (p. 2). In K‐12 settings, administrative control and curricular constraints might lead to such silencing (see Anderson, 2020; Buttimer, 2018).…”

“…In K‐12 settings, administrative control and curricular constraints might lead to such silencing (see Anderson, 2020; Buttimer, 2018). Additionally, Hillier and Kroehle (2021) argued that the very approaches designed to support the emergence of youth voice ironically can work to suppress it: “across research methods and findings, adultism can render young people marginalized, disempowered, and exploited” (p. 2).…”

“…In an effort to counter adultism‐based constructs that can “reinforce the patronizing assumption that adults are inherently superior to young people” (Hillier & Kroehle, 2021, p. 1) and, thus, minimize and devalue youth interests, perspectives, and ideas, we look to family collaborations to help reimagine the kinds of educative and theoretical experiences that can emerge when adolescents and adults explore literacies together. Adolescents “are capable of forming their own views … in all matters that affect them” (Parr & Hawe, 2020, p. 1), and child–parent inquiries center on and honor adolescents' interests, views, and voice.…”