Participatory Action Research with Youth

Book Review: M.Kristiansen, J.Bloch-Poulsen (2005), Midwifery and Dialogue in Organizations – Emergent Mutual Involvement in Action Research

by Olav Eikeland

Rainer Hampp Verlag, München & Mering 2005, 297 pp., € 29.80
ISBN 3879889937

Action Research; Applied Research, Intervention Research, Collaborative Research, Practitioner Research, or Praxis Research?

by Olav Eikeland

Published in International Journal of Action Research (IJAR), no. 1, 2012

Abstract: This article relates common ways of conceptualising action research as “intervention”, “collaboration”,... more Abstract: This article relates common ways of conceptualising action research as “intervention”, “collaboration”, “interactive research”, “applied research”, and “practitioner research” to a number of different ways of knowing extracted from the works of Aristotle. The purpose is not to disavow any of these practices but to expand the philosophical, methodological, and theoretical horizon to contain the Aristotelian concept of praxis. It is claimed that praxis knowing needs to be comprehended in order to realize the full, radical potential in action research providing real “added value” in relation to more conventional social research approaches. Praxis knowing radically challenges the divisions of labour between knower-researchers and the known-researched. Thereby it also challenges both the epistemologies and institutionalisations dominating both conventional research and conventional ways of conceptualising action research.

The involvement of children and young people in research within the criminal justice area. Discussion Paper from the AHRC Connected Communities Programme Scoping Review.

by Jill Clark

Co-authored by Clark, J. and Laing, K. (2012)

This review focuses on the evidence of participation of children and young people (CYP) in, and with, criminal justice... more This review focuses on the evidence of participation of children and young people (CYP) in, and with, criminal justice research. This review has identified the current position of CYP in research into the criminal justice system in the UK, and suggested a model of justification for involving them. The evidence shows that there has been a genuine progression over the last decade in terms of ensuring the participation of CYP. Participatory research would seem an effective way of ensuring CYP can challenge negative perceptions, stimulate change and become visible in a positive manner. Any research involving CYP needs to be clear in its focus and purpose, and provide opportunities for CYP to engage in a meaningful and relevant way, in order that it can enhance their well-being and be mutually beneficial. In this way CYP can become active and empowered citizens in their own communities and beyond. On the basis of the evidence we recommend that researchers examine their motives carefully, work in partnership to share knowledge and skills, and collect evidence from CYP about ‘when’ it is appropriate to involve young people in research, and ‘which’ young people.

Teachers as Researchers

by Sonya N. Martin

Martin, S. (2006). Teachers as researchers. In K. Tobin [Ed.] Teaching and learning science: A handbook (pp. 227- 233). New York: Praeger Publishing

Consulting Young People: a literature review (2nd edition)

by Sara Bragg

(From the Foreword by series editors)

This literature review highlights why young learners should be... more (From the Foreword by series editors)

This literature review highlights why young learners should be listened to, and explains how to go about it to generate genuine dialogue and collaboration. It was originally published in 2007, by the Creative Partnerships team at Arts Council England. The programme and team have since been transferred to a new organisation, Creativity, Culture and Education (CCE) and, the report is now being republished in the new CCE format.

In this second edition, Sara Bragg has taken the opportunity to update some of the details and references from the first edition including adding examples from her more recent research with the Open University into youth voice work in Creative Partnerships (Bragg, Manchester and Faulkner, 2009).

This review surveys the literature analysing how and why young people can or should be consulted. It is especially relevant to the broader ambitions of CCE because consulting young people and encouraging their participation is important to our work. We need to hear young people’s views about what we do, and we need to find ways to draw on their creativity and insights, to maintain our programmes’ dynamism and sustainability. However, this will not just happen – it needs to be thought about and structured carefully to ensure that we listen to a range of voices, not just the loudest, or those that fit our own existing agendas. The methods and methodologies for consulting with, and gathering the views of, young people are surveyed in this report. Its main message is that consulting young people is not a simple or straightforward process and that we need to consider carefully how best to learn about and interpret their views and opinions. We hope that the report will be useful for those interested in consulting young people. Above all, we believe this report highlights some of the reasons why young learners should be listened to, and explains how to go about it in a way that unleashes their creativity and generates genuine dialogue and collaboration.