School-based YPAR: negotiating productive tensions of participation and possibility

Call-Cummings, Meagan; Sheanáin, Úna Ní; Buttimer, Chris

doi:10.1080/09650792.2020.1776136

Cited by 12 publications

(13 citation statements)

References 32 publications

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“…Rather, we posit that these instances of micro-attributions acted as springboards for critical reflection and occurred in synergy with student-led research and local actions around food issues throughout the duration of the project. We illustrate that adolescent critical consciousness development in YPAR contexts is often moving both toward and away from systemic attributions of social issues (Call-Cummings et al, 2020;Watts & Flanagan, 2007), even perhaps under the guise of other "successful" project outcomes, like student-led data collection, conducting a social media awareness campaign, or final presentations to school administrators. Further, our paper highlights the nonlinear, relational nature of critical reflection and action (Watts et al, 2011)-which was nested within the opportunity structure (Watts & Flanagan, 2007) of YPAR in an alternative school, a structure that featured competing ecological facilitators and barriers.…”

Section: Discussionmentioning

confidence: 97%

“…They certainly engaged in reflection and action about this pressing issue. Future research about adolescent critical consciousness should consider the back-and-forth ways in which young people engage in reflection and action alongside adults in YPAR (Call-Cummings et al, 2020). Research should emphasize qualitative methods and mixed methodologies that capture the complexities and nuances of how students' individual and macro-level reflections can co-occur.…”

Section: Moving Forwardmentioning

confidence: 99%

“…Researchers underscore the value of qualitative investigations to explicate critical reflection processes in adolescence which is “dynamic, contradictory, and context-dependent” (Hope & Bañales, 2019, p. 24). Moreover, YPAR creates a relational context characterized as an “intra-active dance” that is malleable enough to withhold the “both/and” of adolescents’ systemic and individual attributions (Call-Cummings et al, 2020, p. 13). Together, this research highlights the nonlinear manner of adolescent critical reflection and the benefits of qualitative research in investigating the complex nature of critical consciousness development.…”

Section: Toward a Critical Social Analysismentioning

confidence: 99%

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“Why Don’t They Just Move Closer?”: Adolescent Critical Consciousness Development in YPAR About Food Security

Anderson

Baggett

Andrzejewski

et al. 2021

Journal of Adolescent Research

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The aim of this paper is to explore high school students’ critical consciousness development in the context of youth participatory action research (YPAR) focused on food security at an alternative school in Alabama. The YPAR project took place in an elective agriscience class with 10 students (Seven Black, two white, one Latino) who were in the 10th to 12th grades. Utilizing data from researcher notes, classroom observations, and archival classroom documents, we present students’ YPAR project outcomes to share their research-driven solutions to food insecurity in their community. Vignettes of classroom dialogue are also constructed to illustrate moments of reflection in the YPAR context about food security. We present three “critical moments,” or instances of social analysis, to illustrate how students’ individual-level attributions occurred alongside teacher dialogue and student-led investigation of structural inequities in the community. Findings illustrate how students’ nonlinear critical consciousness development consisted of reliance on individual-level attributions in classroom dialogue co-occurring with systems-thinking activities and other YPAR project outcomes. This paper has implications for research on the imperfect and wavering nature of adolescent critical consciousness development in YPAR.

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Section: Discussionmentioning

confidence: 97%

Section: Moving Forwardmentioning

confidence: 99%

Section: Toward a Critical Social Analysismentioning

confidence: 99%

See 1 more Smart Citation

“Why Don’t They Just Move Closer?”: Adolescent Critical Consciousness Development in YPAR About Food Security

Anderson

Baggett

Andrzejewski

et al. 2021

Journal of Adolescent Research

View full text Add to dashboard Cite

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“…For further reading about tensions in YPAR work, see Anderson (2020);Call-Cummings et al (2022); Kirshner (2010); and Mirra et al (2016).…”

Section: Discussionmentioning

confidence: 99%

Photo Collages and Near-Peer Interviewing: Scaffolding Data Collection in Youth Participatory Action Research Projects With Children

Baggett

Anderson

Andrzejewski

2022

Journal of Participatory Research Methods

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In this brief report, we describe photo collages generated by youth researchers as a photo-elicitation technique in youth participatory action research focused on food (in)security. The approach was implemented with 11 high school students over the course of one semester in an agriscience class at a K-12 alternative school. Student researchers used photo collages as data collection scaffolds within near-peer interviews with elementary students to prompt sharing about food experiences and inequality. This report illustrates how youth-led photo collages are a useful approach to engaging youth as co-creators of knowledge by scaffolding research capacity for high school students and engaging elementary students in research.

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“…However, the approach also produces challenges, particularly school‐based yPAR, which takes yPAR out of its community context and applies it in schools, either as a course for credit (Guerrero et al., 2013) or as an after‐school program (Angod, 2016; Tuck, 2009). A growing body of literature engages with the unique constraints of school‐based yPAR (Call‐Cummings et al., 2022): schools can constrain the possibilities for action through what Rubin et al. (2017) name the ‘schoolification’ (p. 135) of yPAR, converting it into a series of assignments, circumscribing it into a form of bounded empowerment (Ozer et al., 2013) that is depoliticized (Keddie, 2021) and beholden to schools' agendas and efforts to control public perception (Stoudt, 2006).…”

Section: Literature Review: School‐based Yparmentioning

confidence: 99%

Doing and undoing gendered racism with racialized girls: A school‐based youth participatory action research study

Angod

2023

Children & Society

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This article explores the ethics and transformative potential of youth participatory action research (yPAR) using data from a 2‐year school‐based yPAR study at an elite, independent school in Toronto, Canada. I use discourse analysis to show how school‐based yPAR with racialized girls intensified their experiences of gendered racism, shaping the research in a circular fashion. I demonstrate how youth researchers' strategies for counteracting this intensification contradicted the project's critical race feminist investments. This study concludes that yPAR facilitators must address the potential/actual harm of youth researchers' involvement in yPAR as part of the research process.

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School-based YPAR: negotiating productive tensions of participation and possibility

Cited by 12 publications

References 32 publications

“Why Don’t They Just Move Closer?”: Adolescent Critical Consciousness Development in YPAR About Food Security

“Why Don’t They Just Move Closer?”: Adolescent Critical Consciousness Development in YPAR About Food Security

Photo Collages and Near-Peer Interviewing: Scaffolding Data Collection in Youth Participatory Action Research Projects With Children

Doing and undoing gendered racism with racialized girls: A school‐based youth participatory action research study

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