What It Means to Center Relationships and Honor the Epistemological Assumptions of Youth Participatory Action Research

• In Event: Risks of Care: Examining the Implications of Relational Dynamics in Youth Participatory Action Research Projects

Abstract

Purpose
The purpose of this paper is to theorize what it means to center relationships and honor the epistemological assumptions of YPAR in the choices we make and relational work we do. While many scholars advocate for community/youth participation in research, the actual work of centering relationships and local knowledge remains under-theorized. Drawing from the authors’ collective experience as YPAR facilitators, this paper aims to advance scholarly discussion of what it means and what it looks like, in practical terms, to build trust-filled caring relationships and center local knowledge in YPAR.

Theoretical Perspective
Given the long history of racist, classist, and other oppressive practices in schools, the only viable approach to educational justice (as opposed to diversity, equity, inclusion, or some other goal) is a richly collaborative process that directly involves those targeted by oppressive policies and practices (e.g. Dyrness, 2011; Oakes & Rogers, 2006; Warren, 2014). YPAR offers one promising method/structure for constructing this type of collaborative process. Scholars and practitioners of YPAR have long argued that it must be grounded in relationships of care and mutual trust, and honor the local knowledge of participants (e.g. Cammarota & Fine, 2010). However, the material work of centering relationships and local knowledge in YPAR remains under-theorized.

Modes of Inquiry
The authors draw from our current work co-facilitating a YPAR project on the school-to-prison pipeline, as well as our combined experience as lead facilitators on three separate YPAR projects and two other collaborative community-engaged studies. We reflect on our work using critical theories of community-engaged and participatory research (e.g. Oakes & Rogers, 2006; Dyrness 2008; 2011; Hale, 2008); relational community organizing (e.g. Beckett, Glass & Moreno, 2013; Warren, 2001); and women of color feminist epistemologies (e.g. Hong, 2006; Kim, 2007; Collins, 2008; Sandoval, 2000).

Conclusions/Arguments
We advance three claims about what it means and what it looks like to center relationships of care in YPAR. First, although relationships within YPAR are partly transactional in nature, authentically trust-filled and caring relationships are qualitatively different from transactional ones and must be understood as such. Constructing these relationships is not a step to check off at the beginning of a project before moving to the substance; it is ongoing, emotional labor and a critical piece of the YPAR practitioner’s skill-set. Second, establishing trust-filled caring relationships is messy, complex, embodied, and emotional. If they are authentic, relationships within YPAR carry the same challenges, risks, and joys of relationships in other aspects of our lives; this includes many “risks of care.” Third, honoring the epistemological assumptions of YPAR means centering local knowledge but should not be misunderstood as a hands-off approach. Instead, it means following the conceptual lead and interests of participants while working to remove barriers to the development of projects they articulate.

Significance

Relationships are central to YPAR, shaping its processes and products as well as the knowledge produced. Therefore, theorizing how we create, nurture and navigate trust-filled caring relationships is essential to advancing YPAR theory and practice.

Authors

• Kysa Nygreen, University of Massachusetts - Amherst

• Dani O'Brien, Northland College