Khawaja Jaspar, Bagley Christopher, Taylor Becky
University College London London UK.
States of Mind Social Enterprise London UK.
JCPP Adv. 2024 Nov 7;4(4):e12283. doi: 10.1002/jcv2.12283. eCollection 2024 Dec.
This paper aims to inform practice for educational psychologists and other professionals who seek to facilitate youth participatory action research (YPAR) in schools. Youth participatory action research is founded on the assumption that young people are capable of being researchers who can co-create knowledge and act to change the world. It is a worldview as well as a research approach and can be initiated to co-produce knowledge, facilitate critical thinking, promote the evaluation of social systems and/or act against social oppression.
We (a) outline the origins of YPAR and review crucial methodological elements of YPAR found in the literature, (b) support practitioners to use a YPAR approach in UK schools using a real-world example to apply theory to practice and (c) critically discuss outcomes and challenges of facilitating YPAR. An ongoing YPAR project, Breaking the Silence (BtS), facilitated by social enterprise States of Mind and IOE, UCL's Faculty of Education and Society will be outlined within the paper.
BtS demonstrates the power of YPAR to promote the voices of young people, and to allow them to democratically develop action plans that challenge existing education structures. Youth researchers have presented their findings at several conferences and through a national newspaper. They continue to work alongside trade unions and other organisations to push for educational reform. However, the project has demonstrated several challenges and risks of facilitating YPAR. For example, facilitators were not always aware when youth researchers felt they had less meaningful involvement. Facilitators also found it challenging to collaboratively analyse data.
The project indicates that YPAR has the potential to be a democratic, empowering approach that can be brought more widely into the field of education. However, careful considerations are needed by facilitators to mitigate the challenges of the process.
本文旨在为那些寻求在学校推动青年参与式行动研究（YPAR）的教育心理学家和其他专业人士提供实践指导。青年参与式行动研究基于这样一种假设，即年轻人有能力成为研究者，能够共同创造知识并采取行动改变世界。它既是一种世界观，也是一种研究方法，可以用来共同生成知识、促进批判性思维、推动对社会系统的评估和/或反对社会压迫。
我们（a）概述青年参与式行动研究的起源，并回顾文献中发现的青年参与式行动研究的关键方法要素，（b）通过一个实际例子支持从业者在英国学校使用青年参与式行动研究方法，将理论应用于实践，（c）批判性地讨论推动青年参与式行动研究的成果和挑战。本文将概述一个正在进行的由社会企业“心境”（States of Mind）和伦敦大学学院教育与社会学院（IOE）推动的青年参与式行动研究项目“打破沉默”（BtS）。
“打破沉默”项目展示了青年参与式行动研究在提升年轻人声音方面的力量，使他们能够民主地制定挑战现有教育结构的行动计划。青年研究者在多个会议上以及通过一家全国性报纸展示了他们的研究结果。他们继续与工会和其他组织合作，推动教育改革。然而，该项目也展示了推动青年参与式行动研究的一些挑战和风险。例如，当青年研究者感觉自己的参与缺乏意义时，推动者并不总是能意识到。推动者还发现合作分析数据具有挑战性。
该项目表明，青年参与式行动研究有潜力成为一种民主、赋权的方法，并可更广泛地引入教育领域。然而，推动者需要仔细考虑，以减轻这一过程中的挑战。
