ERIC Number: EJ1443279
Record Type: Journal
Publication Date: 2024-Nov
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0311-6999
EISSN: EISSN-2210-5328
From Disenfranchisement to Hope through Youth-Adult Participatory Action Research
Australian Educational Researcher, v51 n5 p1813-1829 2024
This paper proposes dovetailing the concept of youth-adult partnership with youth participatory action research to generate a methodology of youth-adult participatory action research. Within contemporary education, deficit-oriented discourses of hopelessness and demoralisation among 'at risk' young people and their teachers, particularly those in marginalised and/or high poverty communities, pervade the literature. However, scholarship suggests that negative emotions do not tend to stem from a sense of hopelessness but one of uncertainty, which is typically caused by a lack of accurate information and thus provides a starting point for investigations through integrating reason and emotion. Embedded in Fraser's conceptualisation of justice as parity of participation, coupled with Freire's notion of intergenerational dialogue and a critical-democratic conceptualisation of engagement, youth-adult participatory action research seeks to generate communities of praxis in which students, teachers and researchers form explicit tripartite partnerships as co-investigators and co-learners. As they jointly explore their shared concerns, the members of the community mobilise their collective power and agency to co-design context-specific solutions and in so doing, transform the negative emotion and disenfranchisement stemming from uncertainty into a critical hope for more optimistic futures than those alluded to by the 'at risk' and 'disengaged' policy tags.
Descriptors: Participatory Research, Action Research, Youth, Adults, Partnerships in Education, At Risk Persons, Psychological Patterns, Communities of Practice, Cooperative Learning, Problem Solving, Learner Engagement
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A