Food justice youth development: using Photovoice to study urban school food systems

Abstract

ABSTRACT:How do youth learn through participation in efforts to study and change the school food system? Through our participatory youth action research (YPAR) project, we move beyond the "youth as consumer" frame to a food justice youth development approach. We track how a group of youth learned about food and the public policy process through their efforts to transform their own school food systems by conducting a participatory evaluation of farm-to-school efforts in collaboration with university and community partners. We used the Photovoice research method, placing cameras in the hands of young people so that they themselves could document and discuss their concerns and perspectives. The research was designed to gain insight about youths' knowledge of food, health, and community food systems. Drawing upon the youth group's insights, we build a framework for building critical consciousness through food justice youth development (FJYD).

Critical consciousness in children and adolescents: A systematic review, critical assessment, and recommendations for future research.

“…Ten studies revealed programs focused on supporting critical consciousness development through out-of-school programs. These programs often utilized yPAR (Foster-Fishman et al, 2010; Groves Price & Mencke, 2013; Harper et al, 2017; Rodríguez, 2008; Sánchez Carmen et al, 2015) or service learning (Winans-Solis, 2014) activities that were designed specifically to promote critical reflection and critical action among youth. One study (Sánchez Carmen et al, 2015) detailed the use of a yPAR approach and an ethnic studies curriculum to support critical consciousness development.…”

“Down Woodward”: A Case Study of Empowering Youth to See and Disrupt Segregation Using Photovoice Methods

“…Photovoice, a YPAR approach, consists of involving people in the process of taking photographs to document social issues that are of concern to them (Wang, 2006). Youth have used photovoice to document public health concerns (Necheles et al, 2007), violence (Chonody et al, 2013), schools, and educational inequality (Harper et al, 2017) among many other social concerns. The program used a photovoice methodology given its ability to help young people generate policy solutions and actively participate in their community (Wang, 2006).…”

Redefining the role of young farmers: participatory action youth-led urban agriculture

“…While urban agriculture in general has received increased attention from scholars (Grewal and Grewal, 2012; McPherson, 2011; Mendes et al , 2008; Mougeot, 2006; Summer et al ., 2010; Surls et al , 2014), over the past several decades, youth urban agriculture has likewise received considerable attention (Fifolt et al. , 2018; Harper et al , 2017; Pudup, 2008; Russ and Gaus, 2021, Sutton, 2007; Weissman, 2014). Urban agriculture has embraced youth education for multiple reasons, given that it serves as a “multifunctional activity” (Russ and Gaus, 2021).…”