Beyond the Surface: Unpacking Relational Ethics in Youth Participatory Action Research

• In Event: Youth Participatory Action Research to Inform and Transform: Insights From Five States

Abstract

1. Objectives
Youth Participatory Action Research (YPAR) is becoming more accepted as an approach to knowledge production and transformative learning (Anderson, 2020; Cammarota & Fine, 2008). Missing from the literature, in our view, is attention to the diversity of contexts and structures in which YPAR is implemented, and the kinds of ethical-relational demands they make of university scholars. Our purpose is to describe different ways that we build and sustain ethical relationships, including practical examples.

2. Perspective
Our paper is informed by a set of theories that reject extractive research and offer a rationale for humanizing methods that center the perspectives and expertise of marginalized communities. Traditions we draw on include Black Feminist Thought (Hill Collins, 2000), indigenous research (Tuhiwai Smith), and collaborative, community-based research (Fine & Torre, 2020).

3. Modes of inquiry
We utilize personal narratives about our experiences engaging in YPAR to uncover and describe our relational practices.

4. Data sources
Personal narratives of the three authors draw on two YPAR research projects: Voices of Healing (VoH) and Transformative Student Voice (TSV). VoH, carried out over the past 18 months, develops insights and tools for healing justice in youth organizations and schools. TSV is a long-term research practice partnership (RPP) with a school district program that utilizes YPAR to bring transformative change to high schools.

5. Results: Relational practices
Author 1, involved in both projects, relied on her training as a student affairs professional and her reading of Latina/Chicana Feminist epistemologies to inform her YPAR praxis. She believes that in this work, building relationships is crucial to getting to understand the injustices young people seek to address through their research. She does this by showing up to support youth in spaces outside of the YPAR meetings and showing mutualism through gifting (Nelson & Shotton, 2022).

Author 2, involved in VoH, is rooted in Black feminist epistemologies (hooks, 2000; Collins, 2000), which emphasize the importance of building community and recognizing varied struggles for healing and collective liberation. Reciprocity is essential in her work as she embraces non-extractive research practices and builds relationships beyond the research cycle. For example, she co-creates spaces for young people to break bread and build connections that do not show up in the research deliverables, but are important to supporting youths’ well-being.

Author 3, describes his experience in a RPP whose focus was to support YPAR classes in more than 20 high schools across one school district. Although he did not facilitate specific YPAR teams, his work called for a collaborative praxis with district educators, including getting to know partners outside of work, learning from their expertise, knowing when to “stay in your lane” about programmatic decisions, and showing up to support during time sensitive challenges.

6. Significance
This paper articulates ethical-relational demands of YPAR. Too often these relational practices are left out of research reports; by making them visible we hope to offer a resource to early career scholars getting started with YPAR work.

Authors

• Beatriz Salazar, University of Colorado - Boulder

• Alexis E. Hunter, University of Colorado - Boulder

• Ben Kirshner, University of Colorado - Boulder