Authenticity, aims and authority: Navigating youth participatory action research in the classroom

Motivated by the addition of a curriculum standard for active citizenship into New Jersey's social studies standards a group of educators and researchers set out to integrate an action research curriculum, based on a youth participatory action research (YPAR) model, into social studies classroo...

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Bibliographic Details
Published in:Curriculum inquiry 2017-03, Vol.47 (2), p.175-194
Main Authors: Rubin, Beth C., Ayala, Jennifer, Zaal, Mayida
Format: Article
Language:English
Subjects:
Action Research
Activism
Citizenship Education
civic engagement
Conflict
Curriculum Design
Curriculum Development
Curriculum Implementation
design-based research
Educational Research
High School Students
High Schools
Interviews
Participatory Research
Power Structure
Public Schools
Relevance (Education)
Social Change
Social Justice
social justice education
Social Studies
social studies education
Student Empowerment
Student Participation
Youth participatory action research
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Summary:Motivated by the addition of a curriculum standard for active citizenship into New Jersey's social studies standards a group of educators and researchers set out to integrate an action research curriculum, based on a youth participatory action research (YPAR) model, into social studies classrooms. Adapting YPAR, with its promising blend of critical thinking, civic engagement, and democratization, for use as in the classroom is appealing to those seeking to use education as a means of social change. But activism does not always translate neatly to the classroom; melding multiple purposes into one approach, particularly amidst the current push for standardization and accountability measures, is complex. This analysis considers three challenges to navigate when reshaping YPAR into a curriculum for classroom use - preserving authenticity, conflicting aims, and tensions around authority. Drawing upon qualitative data from the social studies classrooms of two public high schools, this article engages directly with the difficulties inherent in adapting a methodology premised on action, authenticity, and youth empowerment to the adult driven, extrinsically oriented, skills and content-focused world of the classroom. Understanding this shift, and the epistemological tensions underlying it, is essential for those wishing to integrate action research with youth into social studies classrooms.
ISSN:0362-6784
1467-873X
DOI:10.1080/03626784.2017.1298967