Journal article 260 views 90 downloads
YPAR and powerful partnerships for change: reconceptualisations of youth-led participatory action research and catalytic validity
Educational Action Research, Volume: 33, Issue: 2, Pages: 290 - 312
Swansea University Author: MARTIN CUMMINGS
-
PDF | Version of Record
© 2024 The Author(s). This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License.
Download (7.41MB)
DOI (Published version): 10.1080/09650792.2023.2299311
Abstract
Youth-led participatory action research (YPAR) empowers children and young people to platform their capability to create knowledge based on their lived experiences. It is this insider knowledge of childhood, which adult researchers lack, that enables the young to make significant contributions to ed...
| Published in: | Educational Action Research |
|---|---|
| ISSN: | 0965-0792 1747-5074 |
| Published: |
Informa UK Limited
2024
|
| Online Access: |
Check full text
|
| URI: | https://cronfa.swan.ac.uk/Record/cronfa66555 |
| Abstract: |
Youth-led participatory action research (YPAR) empowers children and young people to platform their capability to create knowledge based on their lived experiences. It is this insider knowledge of childhood, which adult researchers lack, that enables the young to make significant contributions to educational research and to secure positive change. This article reports and reflects on YPAR in a secondary school in Thailand. Pupil researchers alongside the author, an adult ally, sought to establish if and to what extent the wider school population shared their dissatisfaction with the need for learners to take paid-for classes in addition to their regular school lessons. Through pupils taking photographs that captured their lived reality in regard to supplementary paid-for classes, the sharing of these images with the school leadership team, and the generation of data from a wider survey, the young people argued for, crafted, and secured positive change to their school lives and, potentially, beyond. YPAR enabled educational leadership to make evidence-informed decisions. However, the traditional YPAR concepts of confrontation and dialogue between young people and adults as equals were found to be contextually inappropriate, suggesting that, within power-rigid contexts, ‘powerful partnerships’ with adult allies are more comprehensible to those who live within those contexts, and, thus, more effective in securing positive change. The paper therefore suggests that strategies cognisant and sympathetic to established power hierarchies are needed if positive change to the lived realities of children is to be achieved. Considering this finding, reconceptualisations of YPAR and its catalytic research validity are offered alongside the results and discussion of the YPAR itself. |
|---|---|
| Keywords: |
YPAR; action research validity; catalytic validity; learner voice; supplementary paid-for education; photovoice |
| College: |
Faculty of Humanities and Social Sciences |
| Funders: |
Swansea University |
| Issue: |
2 |
| Start Page: |
290 |
| End Page: |
312 |