The ‘Impact’ of YPAR: In their own words

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH Educational Action Research Pub Date : 2022-10-28 DOI:10.1080/09650792.2022.2135119

Meagan Call-Cummings, Sharrell Hassell-Goodman, Giovanni P. Dazzo, Emily Scicli, Katelyn Sultana, Mrwa Elfaki, Ashleigh Clyde, LeAnne Beardsley, Melissa Hauber-Özer

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Abstract

ABSTRACT The purpose of this paper is to present a conversation about how impact has been seen and felt by youth and adult co-researchers in a long-term, school-based youth participatory action research (YPAR) project, Courageous Conversations. To stay true to the epistemological commitments of YPAR, and in an effort to speak back to neocolonial and neoliberal definitions of impact, we have intentionally chosen to center the words of the school-based co-researchers (Emily, Katelyn, Mrwa, Ashleigh, and LeAnne) as they have conceptualized, identified, and discussed the impact of YPAR. Through non-traditional formatting, we seek to disrupt conventional, academic modes of conveying knowledge, which often have the result of silencing many voices and amplifying only a select few. We use various devices like text boxes and tables to reflect the messiness and fluidity of participatory knowledge creation and to connect the reflective conversation of members of our YPAR collective to broader and ongoing debates around the impact of YPAR.

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YPAR的“影响”:用他们自己的话

摘要本文的目的是就青年和成人联合研究人员在一个长期的、以学校为基础的青年参与行动研究（YPAR）项目“勇敢的对话”中所看到和感受到的影响进行对话。为了忠实于YPAR的认识论承诺，并努力反驳新殖民主义和新自由主义对影响的定义，我们有意选择以学校联合研究人员（Emily、Katelyn、Mrwa、Ashleigh和LeAnne）的话为中心，因为他们已经概念化、识别和讨论了YPAR的影响。通过非传统的形式，我们试图打破传统的学术知识传递模式，这种模式往往会压制许多声音，只放大少数声音。我们使用文本框和表格等各种设备来反映参与式知识创造的混乱和流动性，并将我们YPAR集体成员的反思性对话与围绕YPAR影响的更广泛和持续的辩论联系起来。

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来源期刊

Educational Action Research EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

8.30%

发文量

期刊介绍： Educational Action Research is concerned with exploring the dialogue between research and practice in educational settings. The considerable increase in interest in action research in recent years has been accompanied by the development of a number of different approaches: for example, to promote reflective practice; professional development; empowerment; understanding of tacit professional knowledge; curriculum development; individual, institutional and community change; and development of democratic management and administration. Proponents of all these share the common aim of ending the dislocation of research from practice, an aim which links them with those involved in participatory research and action inquiry. This journal publishes accounts of a range of action research and related studies, in education and across the professions, with the aim of making their outcomes widely available and exemplifying the variety of possible styles of reporting. It aims to establish and maintain a review of the literature of action research. It also provides a forum for dialogue on the methodological and epistemological issues, enabling different approaches to be subjected to critical reflection and analysis. The impetus for Educational Action Research came from CARN, the Collaborative Action Research Network, and since its foundation in 1992, EAR has been important in extending and strengthening this international network.