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ABSTRACT
This article discusses ethical issues involved in facilitating the research of young people on controversial issues. This article considers the potential ethical dilemmas of teachers facilitating a particular form of activism – youth participatory action research (YPAR). We consider how teachers foster school-wide conversations on difficult issues and support students who wish to take a critical stand on issues of race, class and gender. The article also discusses how to scaffold the exploration of topics that require emotional maturity and might lead to shifts in beliefs that run counter to the values of one’s family.
Disclosure statement
No potential conflict of interest was reported by the authors.
Notes on contributors
Dana L. Mitra is Professor in the Department of Education Policy Studies at Penn State University. She is the founding editor of the International Journal of Student Voice. Dana has recently published a book entitled, Civic Education in the Elementary Grades: Promoting Engagement in an Era of Accountability from Teacher’s College Press.
Paul McCormick is a middle school social studies teacher and has been teaching for nine years in numerous K-12 contexts. He previously consulted with schools on how they can leverage YPAR to improve school culture and leadership. His dissertation entitled “Leadership in a Democratic School” is expected in 2017 from the University of Pennsylvania.