Questioning Our Questions: Assessing Question Asking Practices to Evaluate a yPAR Program

Grace, Sarah; Langhout, Regina Day

doi:10.1007/s11256-014-0279-4

Cited by 11 publications

(5 citation statements)

References 37 publications

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“…Youth possess expert knowledge rooted in their lived experiences with the contexts of the study (Cannella, 2008; Rodriguez & Brown, 2009). Adult researchers bring knowledge of important elements of the research process and social contexts (Grace & Langhout, 2014). In YPAR, the perspectives of all stakeholders are necessary to create a rich product (Scott et al., 2014).…”

Section: Ypar Overviewmentioning

confidence: 99%

Embracing problems, processes, and contact zones: Using youth participatory action research to challenge adultism

Bettencourt

2018

Action Research

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In the United States, adultism creates dynamics in which youth are oppressed and their experiences dismissed. Youth participatory action research (YPAR), a research method and theoretical construct, provides one forum through which to challenge adultism by providing youth with voice and input. Such an approach contrasts with traditional banking models of education to focus on the assets youth possess. In this article, I argue that YPAR can serve as a tool for liberation when approached as a contact zone, problem-posing education, and a process rather than a product. I then advocate for key considerations of YPAR work to include the need to challenge research norms, encourage reflexivity, and promote youth-centered approaches. These considerations span individual, collective, and institutional measures to support equitable and just applications of YPAR work.

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Section: Ypar Overviewmentioning

confidence: 99%

Embracing problems, processes, and contact zones: Using youth participatory action research to challenge adultism

Bettencourt

2018

Action Research

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“…This example highlights the fact that youth activism was not always welcomed. In fact, youth are often faced with the challenge of being dismissed and not taken seriously (Grace & Langhout, 2014).…”

Section: Resultsmentioning

confidence: 99%

From Being System-Involved to Changing the System: Infiltrating the System

Desai

2021

Education and Urban Society

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One model for engaging young people to be more civically minded and to help them develop a critically conscious sociopolitical identity is through youth organizing and participatory action research. Over the last 3 years, I have worked with Leaders Organizing 2 Unite and Decriminalize (LOUD) members—a majority of which we system-involved—who have worked toward creating a more socially just and humanizing juvenile justice system through youth activism and youth participatory action research (YPAR). Through this process, youth have developed their sociopolitical identity by finding their voice, speaking out against injustices, and raising awareness on critical issues that are needed to reform the juvenile justice system, where minoritized youth are overrepresented, sentenced longer, and face more severe punishments. Thus, this paper seeks to address the processes of YPAR that empower system-involved youth to advocate against racist policies and challenge the oppression found in the juvenile justice system.

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“…Así mismo, Langhout y Thomas (como son citados en Ozer et al, 2010) identi#can a la investigación-acción participativa como una visión teórica y una metodología colaborativa elaborada para asegurar que las personas involucradas en un proyecto de investigación tengan voz e incidencia en él. A partir de lo señalado, el enfoque participativo busca promover la inclusión activa, directa y protagónica de NNA a lo largo del proceso de co-construcción de conocimiento (Grace & Langhout, 2014). Además, se trata de un estudio cualitativo longitudinal, en la medida que busca hacer un seguimiento de los signi#cados que NNA atribuyen a las variables de interés a lo largo de tres años.…”

Section: Método Diseñounclassified

Pequeños/as grandes investigadores: niñeces creando conocimiento sobre el compromiso escolar en Chile

Saracostti,

De Toro

2023

Rev.latinoam.cienc.soc.niñez juv

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(analítico)A más de 30 años de la Convención de los Derechos del Niño y reconocido su derecho a participar, las investigaciones siguen siendo predominantemente sobre los niños/as y no con ellos/as. Este estudio busca avanzar hacia la incorporación de niños/as como productores de conocimientos en sus escuelas. Es un estudio cualitativo longitudinal donde 64 niños/as asumieron un rol de coinvestigadores del compromiso escolar mediante talleres con una metodología de investigación- acción participativa, entrevistas y análisis que ellos/as realizaron. Se relevan distintas percepciones sobre los subtipos decompromiso escolar y factores contextuales asociados que enriquecen el análisis adulto y la importancia de complementar los datos cuantitativos en las escuelas con las voces de las infancias, en tanto agentes de cambio. Se concluye sobre cómo incluir su participación en investigación más significativamente. Palabras clave: Participación estudiantil; relación estudiante-escuela; investigación participativa; infancia; adolescencia. Tesauro de Ciencias Sociales de la Unesco.

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Questioning Our Questions: Assessing Question Asking Practices to Evaluate a yPAR Program

Cited by 11 publications

References 37 publications

Embracing problems, processes, and contact zones: Using youth participatory action research to challenge adultism

Embracing problems, processes, and contact zones: Using youth participatory action research to challenge adultism

From Being System-Involved to Changing the System: Infiltrating the System

Pequeños/as grandes investigadores: niñeces creando conocimiento sobre el compromiso escolar en Chile

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