1st Edition

Critical Thinking on Youth Participatory Action Research Participation, Power, and Purpose

Edited By Gretchen Brion-Meisels, Thomas Albright Copyright 2025
    224 Pages
    by Routledge

    224 Pages
    by Routledge

    This book illuminates critical thinking on the past, present, and future of youth participatory action research (YPAR). In this critical moment, it shows how to better understand those who have been central to the visioning and enacting of YPAR projects, and it examines the fundamental tenets and boundaries of their work.

    More than a “how-to” guide, this work showcases new interviews with leaders in the field, allowing them to discuss many of the nuances, roots, and tensions of this research. Throughout these conversations, three questions are posed: What is the purpose of YPAR, and how does it get defined? What makes for authentic participation, both on the research team itself and in the process of the research? And how, if at all, will the work investigate and seek to dismantle existing power structures within schools and communities? In taking an intentionally dialectical approach, this volume builds on the centrality of dialogue in PAR/YPAR processes, both in terms of pedagogy/mode and in terms of content/matter. By sharing direct excerpts of conversations, readers can participate in the co-construction of knowledge, and gain more nuanced understandings of how purpose, participation, and power have shaped the foundations of YPAR, and how they might shape future collaborations.

    Elucidating the knowledge and perspective of leading YPAR practitioners, this timely book will be crucial reading on Research Methods and Education courses for Participatory Action Research programs and related courses.

    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

    Gretchen Brion-Meisels is Senior Lecturer on Education and Faculty Co-Chair of Identity, Power, and Justice in Education at the Harvard Graduate School of Education, USA. Brion-Meisels is also a former middle-school educator whose research seeks to explore partnerships between youth and adults that support collective wellbeing. She is particularly interested in intergenerational, critical participatory action research that investigates issues of educational justice in school settings.

    Thomas Albright is 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.