1st Edition
Critical Thinking on Youth Participatory Action Research Participation, Power, and Purpose
About the Authors
Preface and Introduction: Wandering, Wondering, and Answerability in YPAR: A Conversation Between Thomas Albright and Gretchen Brion-Meisels
Thomas Albright
Gretchen Brion-Meisels
Chapter 1 – From Democratic Participation to Cariño: Exploring the Core Commitments of Foundational Scholars in the Field of Youth Participatory Action Research
Thomas Albright
Gretchen Brion-Meisels
Chapter 2 – Ancestors, honoring indigeneity, and terribly inconvenient questions for the academy: A conversation with Jeff Duncan-Andrade
Thomas Albright
Jeff Duncan-Andrade
Chapter 3 – “The relationships are taking precedence”: A conversation with Jennifer Ayala
Gretchen Brion-Meisels
Jennifer Ayala
Chapter 4 – “Participation, Process & Product”: A conversation with Ben Kirshner
Gretchen Brion-Meisels
Ben Kirshner
Chapter 5 – “It’s Not Linear”: A conversation with Emily Ozer and Elizabeth Hubbard
Thomas Albright
Emily Ozer
Elizabeth Hubbard
Chapter 6 – Process over Product: A conversation with David Stovall
Thomas Albright
David Stovall
Chapter 7 – “How do we be non-experts together?”: A conversation with Kathryn Herr
Thomas Albright
Kathryn Herr
Chapter 8 – Complex Entanglements: Process, Support, and Presence: A conversation with Nicole Mirra
Thomas Albright
Nicole Mirra
Chapter 9 – “A Constant Negotiating of People, Purpose, and Power”: A conversation with Limarys Caraballo
Thomas Albright
Limarys Caraballo
Chapter 10 – “My Faith is in the Community and the People: YPAR in Out of School Spaces”: A conversation with Dr. J Lyiscott
Thomas Albright
J. Lyiscott
Conclusion: Letter to a Young Scholar
Gretchen Brion-Meisels
Thomas Albright
Appendix A
Biography
Thomas Albright is an Assistant Research Professor in Middle and Secondary Education at Georgia State University, USA. Albright’s scholarship is steeped in Black Studies, Ethnic Studies, youth participatory action research, posthumanism, post-qualitative, critical qualitative methodologies, and social justice education. Albright’s current research includes exploring youth inquiry as a form of resistance to schooling, a posthumanism accounting of schooling, and examining issues of racial and social justice within teacher education.
Gretchen Brion-Meisels is a Senior Lecturer on Education and Faculty Co-Chair of Identity, Power, and Justice in Education concentration at the Harvard Graduate School of Education, USA. Brion-Meisels is also a former middle-school educator. Her research seeks to explore partnerships between youth and adults that support collective well-being. She is particularly interested in intergenerational, critical participatory action research that investigates issues of educational justice in school settings.
