“We're Trying to Take Action”: Transformative Agency, Role Re-mediation, and the Complexities of Youth Participatory Action Research

Bertrand, Melanie; Durand, E. Sybil; González, Taucia

doi:10.1080/10665684.2017.1301837

Cited by 29 publications

(22 citation statements)

References 5 publications

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“…Occasionally, school leaders impart nonacademic curricula to students (i.e., curricula that promote morale, cultural intelligence, and emotional health) for the purposes of remediation or well-roundedness. Students engaged in such supplementary programs may examine their personal behaviors, become submerged in their communities as service leaders, or take interest in the cultural and ethnic differences of their peers (Bertrand et al, 2017;Kremer et al, 2015).…”

Section: Collaborative Education-community Partnerships That Spark So...mentioning

confidence: 99%

Education-Community Initiative: Motivations for Implementing a Civil Leadership Program at an Elementary School

Sancho¹

2022

jces

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The National Institute of Civil Discourse and the Prison Policy Initiative have reported a number of uncivil interactions in the United States, some resulting in over 36,000 youth detained in the juvenile justice system as of 2022, with 15,800 offenses stemming from person-to-person interactions (Boatright, 2022; Prison Policy Initiative, 2022). Lack of civility, especially among children without skills to resolve conflict in socially appropriate ways, presents serious challenges in communities and to K–12 educators who are responsible for addressing issues that arise in schools. The current study examines through a cultural lens community and school leaders’ motivations in implementing a civil leadership program at the elementary school level and the effect of the intervention in ameliorating uncivil student interactions.

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Section: Collaborative Education-community Partnerships That Spark So...mentioning

confidence: 99%

Education-Community Initiative: Motivations for Implementing a Civil Leadership Program at an Elementary School

Sancho¹

2022

jces

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“…Further, the impact of YPAR is bidirectional. Adults working with youth on YPAR projects express surprise at youths' professionalism, motivation, and ability to conduct research (Bertrand et al, 2017). Adults subsequently experience deeper connections to youth and gain new knowledge and perspectives on their experiences (Kennedy, 2018;Schlehofer et al, 2018).…”

mentioning

confidence: 99%

“…YPAR takes a "learning by doing" approach to research engagement (Fernandez, 2002). Youth collaborate alongside adults such as researchers, teachers, or mentors, to learn and apply research skills and collaboratively work to address social and community issues (e.g., Anyon et al, 2018;Bertrand et al, 2017). While the approach is adaptable to any research methodology, YPAR projects typically employ surveys, interviews, or observational research methods (Anyon et al, 2018), which are more accessible and engaging to youth.…”

mentioning

confidence: 99%

Conducting Virtual Youth-Led Participatory Action Research (YPAR) During the COVID-19 Pandemic

Rivera

Okubo

Harden

et al. 2022

Journal of Participatory Research Methods

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Youth-led participatory action research (YPAR) is an applied research methodology in which youth work in collaboration with adult stakeholders to conduct research projects. YPAR has been traditionally conducted in person, with virtual forums typically serving as ways to share resources and ideas across independent YPAR teams or collecting data. The COVID-19 pandemic, which led to the closure of most public spaces where youth congregate (including schools) and requirements to socially distance, led to translating YPAR projects into completely virtual formats. This paper aims to provide promises and challenges of conducting virtual YPAR during the COVID-19 pandemic. It describes how a team of university faculty, college students, and youth from two community-based youth organizations navigated a YPAR experience during the 2020-2021 academic year. We provide reflections on the impact of the COVID-19 pandemic on (a) the research setting, (b) the building of collaborative relationships, (c) YPAR methodology, (d) youth engagement, and (e) conceptualization of community action and engagement. We end with the implications for the future of YPAR for practitioners.

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“…We consider this partnership stance crucial in supporting the development of critical literacies that promote transformative agency, or investments in change‐oriented action that disrupt normative hierarchies of power, forms of knowledge, imagining, or decision making (Bertrand, Durand, & Gonzalez, ; Haapasaari & Kerosuo, ). Conceptually, transformative agency offers a heuristic for considering the effectiveness of literacy pedagogies that value literacy as a social practice while simultaneously acknowledging the power structures and forces that shape all stakeholders’ experiences—from youths and educators to administrators and researchers—inside educational settings.…”

mentioning

confidence: 99%

Growing Together: Literacy and Agency in an Early‐College Research Collaborative

Filipiak¹,

Caraballo²

2019

J Adolescent & Adult Lit

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“We're Trying to Take Action”: Transformative Agency, Role Re-mediation, and the Complexities of Youth Participatory Action Research

Cited by 29 publications

References 5 publications

Education-Community Initiative: Motivations for Implementing a Civil Leadership Program at an Elementary School

Education-Community Initiative: Motivations for Implementing a Civil Leadership Program at an Elementary School

Conducting Virtual Youth-Led Participatory Action Research (YPAR) During the COVID-19 Pandemic

Growing Together: Literacy and Agency in an Early‐College Research Collaborative

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