Doing Research with Young People: Participatory Research and the Rituals of Collective Work

Abstract

This is an exciting juncture at which to bear witness to the growing, multidisciplinary support for youth participation and more inclusive collaborative research practices in geography and the social sciences. Participatory action research and practice offers a promising new framework for researchers who are committed to social justice and change. The multiple benefits of engaging the perspectives of young people in research have served to challenge social exclusion, redistribute power within the research process and build the capacity of young people to analyze and transform their own lives and become partners in the building of more sound, democratic, communities. In this paper, I offer a broad overview of the principles of participatory research and reflect on my own experience of doing a participatory action research project with young people. Specifically, I will discuss a ‘collective praxis approach’ (a set of rituals and practices for sharing power within the research process), the role of the facilitator, and the processes of collective data analysis.

Acknowledgements

Together with the Fed Up Honeys I experienced just how powerful collaboration in action could be. Thanks to each of you—your collective energy and insight continues to inspire. Sincere gratitude to Mike Kesby for his incredibly generous editorial guidance and critical feedback. Thanks also to the referees whose insights informed my revision. I am most appreciative of the encouragement and constructive critique of Cindi Katz, Michelle Fine and Roger Hart on earlier drafts of this paper. This work was supported by a fellowship from the American Association of University Women and a CUNY Writing Fellowship at Medgar Evers College.

Notes

1. For websites see Youth Together 2006 www.youthtogether.net; Kids as Self Advocates 2007 www.fvkasa.org/; CAAAV Youth Leadership Project, 2007 http://www.caaav.org/projects/ylp; Youth Organizing Communities 2007, http://www.innercitystruggle.org; Youth & the World Urban Forum 2007, http://eya.ca/wuf/for_research.html; RedWire 2007, http://www.redwiremag.com

2. This highlights absences in highly structured educational settings where young people are rarely asked their opinion, much less engaged in producing knowledge (Lipman, 2002).

3. Sometimes the researchers would take turns doing reflective note-taking, but most often this was my role as I wanted to enable co-researchers to contribute to the discussion.

4. Most likely, if we were able to do research with other people, the researchers might have taken another approach and interviewed other young women, for example.