Research, Power, and Care: Limitations to Collaborative Research with Children and Youth

Literature Cited

• Aufseeser, D. 2020. Placing the vulnerable subject: Re-theorizing Peruvian street children’s lives through an ethic of care. Social & Cultural Geography 21 (3):336–56. doi: 10.1080/14649365.2018.1491618.
   Web of Science ®Google Scholar
• Bordonaro, L., and R. Payne. 2012. Ambiguous agency: Critical perspectives on social interventions with children and youth in Africa. Children’s Geographies 10 (4):365–72. doi: 10.1080/14733285.2012.726065.
   Web of Science ®Google Scholar
• Bruselius-Jensen, M., and A. Nielsen. 2021. The participation project: How projects shape young people’s participation. In Young people’s participation: Revisiting youth and inequalities in Europe, ed. M. Bruselius-Jensen, I. Pitti, and K. Tisdall, 119–38. Bristol, UK: Policy Press.
   Google Scholar
• Bruselius-Jensen, M., I. Pitti, and K. Tisdall. 2021. Young people’s participation: Revisiting youth and inequalities in Europe. Bristol, UK: Policy Press.
   Google Scholar
• Cahill, C. 2004. Defying gravity? Raising consciousness through collective research. Children’s Geographies 2 (2):273–86. doi: 10.1080/14733280410001720557.
   Google Scholar
• Cahill, C. 2007. Including excluded perspectives in participatory action research. Design Studies 28 (3):325–40. doi: 10.1016/j.destud.2007.02.006.
   Web of Science ®Google Scholar
• Cahill, C. 2019. Theorizing youth participation. In Establishing geographies of children and young people, ed. T. Skelton and S. Aitken, 95–118. Singapore: Springer.
   Google Scholar
• Cahill, C., D. A. Quijada Cerecer, A. R. Reyna Rivarola, J. Hernández Zamudio, and L. Alvarez Gutiérrez. 2019. “Caution, we have power”: Resisting the “school-to-sweatshop pipeline” through participatory artistic praxes and critical care. Gender and Education 31 (5):576–89. doi: 10.1080/09540253.2019.1582207.
   Web of Science ®Google Scholar
• Cahill, C., I. Rios-Moore, and T. Threatts. 2008. Different eyes/open eyes: Community-based participatory action research. In Revolutionizing education: Youth participatory action research in motion, ed. J. Cammarota and M. Fine, 89–124. London and New York: Routledge.
   Google Scholar
• Cammarota, J., and M. Fine. 2008. Revolutioning education: Youth participatory action research in motion. London and New York: Routledge.
   Google Scholar
• Cheney, K. 2019. Decolonizing childhood studies: Overcoming patriarchy and prejudice in child-related research and practice. In Reimagining childhood studies, ed. S. Spyrou, R. Rosen, and D. T. Cook, 91–104. London: Bloomsbury.
   Google Scholar
• Cuevas-Parra, P. 2020. Co-researching with children in the time of COVID-19: Shifting the narrative on methodologies to generate knowledge. International Journal of Qualitative Methods 19:160940692098213. doi: 10.1177/1609406920982135.
   Web of Science ®Google Scholar
• Cuevas-Parra, P., and E. K. M. Tisdall. 2019. Child-led research: Questioning knowledge. Social Sciences 8 (2):44. doi: 10.3390/socsci8020044.
   Google Scholar
• Cussianovich, A. 2010. Ensayos sobre infancia II [Essays about childhood II]. Lima, Peru: Ifejant.
   Google Scholar
• Cussianovich, A. 2015. Ensayos II sobre pedagogia de la ternura [Essays about the pedagogy of the tenderness II]. Lima, Peru: Ifejant.
   Google Scholar
• Dyrness, A., and E. Sepulveda. 2020. Border thinking: Latinx youth decolonizing citizenship. Minneapolis: University of Minnesota Press.
   Google Scholar
• Fals-Borda, O. 1987. The applications of participatory action research in Latin America. International Sociology 2 (4):329–47. doi: 10.1177/026858098700200401.
   Web of Science ®Google Scholar
• Fine, M. 2009. Postcards from metro America: Reflections on youth participatory action research for urban justice. The Urban Review 41 (1):1–6. doi: 10.1007/s11256-008-0099-5.
   Google Scholar
• Hanson, K., T. Abebe, S. Aitken, S. Balagopalan, and S. Punch. 2018. “Global/local” research on children and childhood in a “global society.” Childhood 25 (3):272–96. doi: 10.1177/0907568218779480.
   Web of Science ®Google Scholar
• Horschelmann, K., and L. van Blerk. 2012. Children, youth, and the city. London and New York: Routledge.
   Google Scholar
• Izirarry, J., and T. Brown. 2014. Humanizing research in dehumanizing spaces: The challenges and opportunities of conducting participatory action research with youth in schools. In Humanizing research in dehumanizing spaces: Decolonizing qualitative inquiry with youth and communities, ed. D. Paris and M. Winn, 63–80. London: Sage.
   Google Scholar
• Kelley, R. D. G. 2014. Resistance as revelatory. In Youth resistance research and theories of change, ed. E. Tuck and K. W. Yang, 82–96. London and New York: Routledge.
   Google Scholar
• McKenzie, M., and E. Tuck. 2015. Place in research: Theory, methodology, and methods. London and New York: Routledge.
   Google Scholar
• Nieuwenhuys, O., and K. Hanson. 2020. Navigating between research, teaching and activism in children’s rights and childhood studies. In Childhood and children’s rights between research and activism: Honouring the work of Manfred Liebel, ed. R. Budde, and U. Markowska-Manista, 121–35. Wiesbaden: Springer.
   Google Scholar
• Pratt, G., and V. Rosner. 2012. The global and the intimate: Feminism in our time. New York: Columbia University Press.
   Google Scholar
• Punch, S. 2007. Negotiating migrant identities: Young people in Bolivia and Argentina. Children’s Geographies 5 (1–2):95–112. doi: 10.1080/14733280601108213.
   Google Scholar
• Ritterbusch, A. 2012. Bridging guidelines and practice: Toward a grounded care ethics in youth participatory action research. The Professional Geographer 64 (1):16–24. doi: 10.1080/00330124.2011.596783.
   Web of Science ®Google Scholar
• Sepulveda, E. 2011. Toward a pedagogy of acompañamiento: Mexican migrant youth writing from the underside of modernity. Harvard Educational Review 81 (3):550–73. doi: 10.17763/haer.81.3.088mv5t704828u67.
   Web of Science ®Google Scholar
• Spyrou, S. 2011. The limits of children’s voices: From authenticity to critical reflexive representation. Childhood 18 (2):151–65. doi: 10.1177/0907568210387834.
   Web of Science ®Google Scholar
• Spyrou, S., R. Rosen, and D. T. Cook. 2018. Reimagining childhood studies. London; Bloomsbury.
   Google Scholar
• Tisdall, K. 2021. Meaningful, effective and sustainable? Challenges for children and young people’s participation. In Young people’s participation: Revisiting youth and inequalities in Europe, ed. M. Bruselius-Jensen, I. Pitti, and K. Tisdall, 217–34. Bristol, UK: Policy Press.
   Google Scholar
• Torre, M. E., C. Cahill, and M. Fox. 2015. Participatory action research in social research. International Encyclopedia of the Social and Behavioral Science 17:540–44.
   Google Scholar
• Torres, R. M. 2019. Everyday encounters with activist scholarship. The Professional Geographer 71 (1):161–66. doi: 10.1080/00330124.2018.1453184.
   Web of Science ®Google Scholar
• Tuck, E. 2009. Re-visioning action: Participatory action research and indigenous theories of change. The Urban Review 41 (1):47–65. doi: 10.1007/s11256-008-0094-x.
   Google Scholar
• Tuck, E. 2012. Urban youth and school pushout. Gateways, get-aways, and the GED. London and New York: Routledge.
   Google Scholar
• Tuck, E., J. Allen, M. Bacha, A. Morales, S. Quinter, J. Thompson, and M. Tuck. 2008. PAR praxes for now and future change. The collective researchers on educational disappointment and desire. In Revolutionizing education: Youth participatory action research in motion, ed. J. Cammarota and M. Fine, 49–83. London and New York: Routledge.
   Google Scholar