3,757
Views
18
CrossRef citations to date
0
Altmetric
Articles

Youth participatory action research, trauma, and the arts: designing youthspaces for equity and healing

Pages 12-31 | Received 02 Feb 2019, Accepted 03 Jul 2019, Published online: 25 Oct 2019

References

  • Ansloos, J. P. (2017). The medicine of peace: Indigenous youth decolonizing healing and resisting violence. Winnipeg, MB: Fernwood Publishing.
  • Aviles, A. M., & Grigalunas, N. (2018). “Project awareness:” Fostering social justice youth development to counter youth experiences of housing instability, trauma and injustice. Children and Youth Services Review, 84, 229–238. doi:10.1016/j.childyouth.2017.12.013
  • Bell, L. A. (2010). Storytelling for social justice: Connecting narrative and the arts in antiracist teaching. New York, NY: Routledge.
  • Bell, L. A., & Desai, D. (2011). Imagining otherwise: Connecting the arts and social justice to envision and act for change: Special issue introduction. Equity & Excellence in Education, 44, 287–295. doi:10.1080/10665684.2011.591672
  • Bernal, M. (2006). Self-care and self-defense manual for feminist activists. New Delhi: CREA.
  • Bird-Naytowhow, K., Hatala, A. R., Pearl, T., Judge, A., & Sjoblom, E. (2017). Ceremonies of relationship: Engaging urban Indigenous youth in community-based research. International Journal of Qualitative Methods, 16, 160940691770789. doi:10.1177/1609406917707899
  • Boal, A. (2008). Theatre of the oppressed. Trans. Emily Fryer. London: Pluto Press.
  • Brayboy, B. M. J. (2005). Toward a tribal critical race theory in education. The Urban Review, 37, 425–446. doi:10.1007/s11256-005-0018-y
  • Bulanda, J., & Johnson, T. B. (2015). A trauma-informed model for empowerment programs targeting vulnerable youth. Child and Adolescent Social Work Journal, 33, 303–312. doi:10.1007/s10560-015-0427-z
  • Cahill, C. (2007). Doing research with young people: Participatory research and the rituals of collective work. Children's Geographies, 5, 297–312. doi:10.1080/14733280701445895
  • Cammarota, J. (2017). Youth participatory action research: A pedagogy of transformational resistance for critical youth studies. Journal for Critical Education Policy Studies, 15, 188–213. Retrieved from http://www.jceps.com/archives/3539
  • Cammarota, J., & Fine, M. (Eds.). (2008). Revolutionizing education: Youth participatory action research in motion. New York: Routledge.
  • Carter, R. T. (2007). Racism and psychological and emotional injury: Recognizing and assessing race-based traumatic stress. The Counseling Psychologist, 35(1), 13–105. doi:10.1177/0011000006292033
  • Carter, R. T., & Muchow, C. (2017). Construct validity of the race-based traumatic stress symptom scale and tests of measurement equivalence. Psychological Trauma: Theory, Research, Practice, and Policy, 9, 688–695. doi:10.1037/tra0000256
  • Chavez, V., & Soep, E. (2005). Youth radio and the pedagogy of collegiality. Harvard Educational Review, 75, 409–434. doi:10.17763/haer.75.4.827u365446030386
  • Cohen, J. A., Mannarino, A. P., & Deblinger, E. (2006). Treating trauma and traumatic grief in children and adolescents. New York, NY: Guilford Press.
  • Cook, A., Spinazzola, J., Ford, J., Lanktree, C., Blaustein, M., Cloitre, M., … van der Kolk, B. (2005). Complex trauma in children and adolescents. Psychiatric Annals, 35, 390–398.
  • Coryat, D. (2008). Challenging the silences and omissions of dominant media: Youth-led media collectives in Colombia. Youth Media Reporter, 2, 138–148.
  • Crenshaw, K., Gotanda, N. T., Peller, G., & Thomas, K. (1996). Critical race theory: The key writings that formed the movement. New York: The New Press.
  • DeCandia, C. J., & Guarino, K. (2015). Trauma-informed care: An ecological response. Journal of Child and Youth Care Work, 29, 7–32.
  • deFinney, S. (2014). Under the shadow of empire: Indigenous girls’ presencing as decolonizing force. Girlhood Studies, 7(1), 8–26.
  • Delgado, M. (2018). Music, song, dance, and theatre: Broadway meets social justice youth community practice. New York: Oxford University Press.
  • Dewhurst, M., & Desai, D. (2016). Interviewing as a pedagogical tool in arts for social justice: A case study of an afterschool arts program. Journal of Social Science Education, 15, 50–58. doi:10.3167/ghs.2014.070103
  • Dumas, M. J. (2014). ‘Losing an arm’: Schooling as a site of black suffering. Race Ethnicity and Education, 17(1), 1–29. doi:10.1080/13613324.2013.850412
  • Escueta, M., & Butterwick, S. (2012). The power of popular education and visual arts for trauma survivors’ critical consciousness and collective action. International Journal of Lifelong Education, 31, 325–340. doi:10.1080/02601370.2012.683613
  • Fals Borda, O. (2006). The North-South convergence: A 30-year first-person assessment on PAR. Action Research, 4, 351–358. doi:10.1177/1476750306066806
  • Finley, S. (2014). An introduction to critical arts-based research: Demonstrating methodologies and for Livable Communities and practices of a radical ethical aesthetic. Cultural Studies ↔ Critical Methodologies, 14, 531–532. doi:10.1177/1532708614548123
  • Franklin, M. A. (2017). Art as contemplative practice: Expressive pathways to the self. Albany, NY: State University of New York Press.
  • Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Continuum Press.
  • Freire, P. (1973). Education for critical consciousness. New York, NY: Continuum Press.
  • Freire, P. (1998). Politics and education. Los Angeles, CA: UCLA Latin American Center Publications.
  • Garbarino, J. (1997). Educating children in a socially toxic environment. Educational Leadership, 54, 12–16.
  • Ginwright, S. (2016). Hope and healing in urban education: How urban activists and teachers are reclaiming matters of the heart. New York, NY: Routledge.
  • Ginwright, S. (2018, May). The Future of Healing: Shifting From Trauma Informed Care to Healing Centered Engagement. Medium. Retrieved from https://medium.com/@ginwright/the-future-of-healing-shifting-from-trauma-informed-care-to-healing-centered-engagement-634f557ce69c
  • Ginwright, S., & Cammarota, J. (2002). New terrain in youth development: The promise of a social justice approach. Social Justice, 29, 82–95.
  • Ginwright, S. & James, T. (2002). From assets to agents of change: Social justice, organizing, and youth development. New Directions for Youth Development, 96, 27–445.
  • Glenn, E. N. (2015). Settler colonialism as structure: A framework for comparative studies of U.S. race and gender formation. Sociology of Race and Ethnicity, 1(1), 52–74. doi:10.1177/2332649214560440
  • Goessling, K. P. (2015). Re/narrating youth: A critical qualitative study of learning in an activist organization (Doctoral dissertation). University of British Columbia, Vancouver. Retrieved from UBC Theses and Dissertations.
  • Goessling, K. P. (2017). Youth learning to be activists: Constructing “places of possibility” together. Critical Questions in Education, 8, 418–437.
  • Goessling, K. P. (2018). Increasing the depth of field: Critical race theory and photovoice as counter storytelling praxis. The Urban Review, 50, 648–674.
  • Goessling, K. P. (2020). Participatory action research: Re-imagining the study and transformation of social problems. In A. Marvasti & A. J. Treviño (Eds.), Researching social problems (pp. 102–121). New York: Routledge.
  • Gone, J. P. (2013). Redressing First Nations historical trauma: Theorizing mechanisms for indigenous culture as mental health treatment. Transcultural Psychiatry, 50, 683–706. doi:10.1177/1363461513487669
  • Gorski, P. C. (2019). Fighting racism, battling burnout: Causes of activist burnout in US racial justice activists. Ethnic and Racial Studies, 42, 667–687. doi:10.1080/01419870.2018.1439981
  • Green, K. (2010). Our lyrics will not be on lockdown: An arts collective’s response to an incarceration nation. Race Ethnicity and Education, 13, 295–312. doi:10.1080/13613324.2010.500836
  • Greene, M. (1991). Texts and margins. Harvard Educational Review, 61(1), 27–39. doi:10.17763/haer.61.1.d537217p75k75025
  • Greene, M. (1994). Carpe Diem: The arts and school restructuring. Teachers College Record, 95, 494–507.
  • Greene, M. (1995). Art and imagination: Reclaiming the sense of possibility. The Phi Delta Kappan, 76, 378–382.
  • Harden, T., Kenemore, T., Mann, K., Edwards, M., List, C., & Martinson, K. J. (2015). The Truth N’ Trauma project: Addressing community violence through a youth-led, trauma-informed and restorative framework. Child and Adolescent Social Work Journal, 32(1), 65–79. doi:10.1007/s10560-014-0366-0
  • Harris, N. B. (2018). The deepest well: Healing the long-term effects of childhood adversity. New York: Houghton Mifflin Harcourt.
  • Harvey, D. (2005). A brief history of neoliberalism. Oxford: Oxford University Press.
  • Heath, S. B. (2008). Foreward. In A. O’Brien & K. Donelan (Eds.), The arts and youth at risk: Global and local challenges (pp. xi–xvi). Newcastle, UK: Cambridge Scholars Publishing.
  • Heath, S. B., & Smyth, L. (1999). Artshow: Youth and community development. Washington D.C.: Partners.
  • Holland, D., & Lave, J. (2009). Social practice theory and the historical production of persons. Action: An International Journal of Human Activity Theory, 2, 1–15.
  • Hölzel, B. K., Lazar, S. W., Gard, T., Schuman-Olivier, Z., Vago, D. R., & Ott, U. (2011). How does mindfulness meditation work? Proposing mechanisms of action from a conceptual and neural perspective. Perspectives on Psychological Science, 6, 537–559. doi:10.1177/1745691611419671
  • Karp, D. R., & Breslin, B. (2001). Restorative justice in school communities. Youth & Society, 33, 249–272. doi:10.1177/0044118X01033002006
  • Kirshner, B. (2008). Guided participation in three youth activism organizations: Facilitation, apprenticeship, and joint work. Journal of the Learning Sciences, 17(1), 60–101. doi:10.1080/10508400701793190
  • Ladson-Billings, G. (1992). Liberatory consequences of literacy: A case of culturally relevant instruction for African American students. The Journal of Negro Education, 61, 378–391. doi:10.2307/2295255
  • Levin, B., & Reitzel, J. D. (2018, May). Report to the nation: Hate crimes rise in U.S. cities and counties in time of division and foreign interference. San Bernardino: Center for the Study of Hate and Extremism, California State University.
  • Livingstone, A., Celemencki, J., & Calixte, M. (2014). Youth participatory action research and school improvement: The missing voices of Black youth in Montreal. Canadian Journal of Education, 37(1), 283–307.
  • Martinson, K. (2015). “The Way Through”: Social action and the critical embrace of failure. Theatre Topics, 25, 149–160. doi:10.1353/tt.2015.0025
  • McKenzie-Mohr, S., Coates, J., & McLeod, H. (2012). Responding to the needs of youth who are homeless: Calling for politicized trauma-informed intervention. Children and Youth Services Review, 34(1), 136–143. doi:10.1016/j.childyouth.2011.09.008
  • Mirra, N., & Garcia, A. (2017). Civic participation reimagined: Youth interrogation and innovation in the multimodal public sphere. Review of Research in Education, 41(1), 136–158. doi:10.3102/0091732X17690121
  • Mirra, N., Garcia, A., & Morrell, E. (2016). Doing youth participatory action research. New York, NY: Routledge.
  • National Center for Children in Poverty. (2018). Child Poverty Pervasive in Large American Cities, New Census Data Show. New York: National Center for Children in Poverty. Retrieved from http://www.nccp.org/media/releases/release_162.html
  • National Child Traumatic Stress Network. (2008, October). Child trauma toolkit for educators. Los Angeles, CA & Durham, NC: National Center for Child Traumatic Stress.
  • National Child Traumatic Stress Network. (2016). Complex trauma: In Urban African-American children, youth, and families. Los Angeles, CA, & Durham, NC: National Center for Child Traumatic Stress.
  • Noguera, P. A. (2001). Transforming urban schools through investments in the social capital of parents. In S. Saegert, J. P. Thompson, & M. R. Warren (Eds.), Social capital and poor communities (pp. 189–212). New York: Russell Sage Foundation.
  • Ozer, E. J. (2016). Youth-led participatory action research: Developmental and equity perspectives. In S. S. Horn, M. D. Ruck, & L. S. Liben (Eds.), Equity and justice in developmental science: Theoretical and methodological issues (Vol. 50, pp. 189–207). New York: Oxford University Press.
  • Paris, D., & Winn, M. (Eds.). (2014). Humanizing research: Decolonizing qualitative inquiry with youth and communities. Thousand Oaks, CA: Sage Publishing.
  • Perry, M., & Medina, C. (2011). Embodiment and performance in pedagogy research investigating the possibility of the body in curriculum experience. Journal of Curriculum Theorizing, 27, 62–75.
  • Prilleltensky, I. (2008). The role of power in wellness, oppression, and liberation: The promise of psychopolitical validity. Journal of Community Psychology, 36, 116–136. doi:10.1002/jcop.20225
  • Prilleltensky, I. (2012). Wellness as fairness. American Journal of Community Psychology, 49(1–2), 1–21. doi:10.1007/s10464-011-9448-8
  • Rodriguez, S. (2017). Uncovering youthspaces: Activist voices, productive, materialist methodologies, and social inquiry. Critical Questions in Education, 8, 334–341.
  • Roth, W. M., & Lee, Y. J. (2006). Contradictions in theorizing and implementing communities in education. Educational Research Review, 1(1), 27–40. doi:10.1016/j.edurev.2006.01.002
  • Smith, L. T., Tuck, E., & Yang, W. K. (Eds.). (2019). Indigenous and decolonizing studies in education: Mapping the long view. New York, NY: Routledge.
  • Stetsenko, A. (2015). Theory for and as social practice of realizing the future: Implications from a transformative activist stance. In J. Martin, J. Sugarman, & K. L. Slaney (Eds.), The Wiley handbook of theoretical and philosophical psychology: Methods, approaches, and new directions for social sciences (1st ed., pp. 102–116). West Sussex, UK: John Wiley & Sons.
  • Stetsenko, A. (2017). The transformative mind: Expanding Vygotsky’s approach to development and education. New York, NY: Cambridge University Press.
  • Stevens, M. E. (2016). Trauma is as trauma does: The politics of affect in catastrophic times. In M. J. Casper & E. Wertheimer (Eds.), Critical trauma studies: Understanding violence, conflict, and memory in everyday life (pp. 19–35). New York: NYU Press.
  • Substance Abuse and Mental Health Services Administration [SAMSHA]. (2014). SAMHSA’s concept of trauma and guidance for a trauma- informed approach. HHS Publication No. (SMA) 14-4884. Rockville, MD: Substance Abuse and Mental Health Services Administration.
  • Torre, M. E., Fine, M., Stoudt, B. G., & Fox, M. (2012). Critical participatory action research as public science. In H. Cooper (Ed.), APA handbook of research methods in psychology. Vol. 2. Research designs (pp. 171–184). Washington, DC: American Psychological Association.
  • Tuck, E., & Yang, W. K. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, Education & Society, 1(1), 1–40.
  • van der Kolk, B. (2015). The body keeps the score: Brain, mind, and body in the healing of trauma. New York, NY: Penguin Books.
  • van der Kolk, B. A., Stone, L., West, J., Rhodes, A., Emerson, D., Suvak, M., & Spinazzola, J. (2014). Yoga as an adjunctive treatment for posttraumatic stress disorder: A randomized controlled trial. Journal of Clinical Psychiatry, 75, 559–565.
  • Vygotsky, L. S. (1997). The collected works of L. S. Vygotsky, Vol. 4: The history of the development higher mental functions (R. W. Rieber, Ed.) New York, NY: Plenum Press.
  • Wager, A. C. (2015). Hidden pedagogies at play: Street youth resisting applied theatre. In A. Babayants & H. Fitzsimmons Frey (Eds.), Theatre and learning (pp. 97–113). Cambridge: Cambridge Scholars Press.
  • Waziyatawin   & Yellow Bird, M. (Eds.). (2012). For Indigenous minds only: A decolonization handbook. Santa Fe, NM: School for Advanced Research Press.
  • Winn, M. T. (2013). “I am that character”: Playmaking and listening to voices of formerly incarcerated youth. In K. Jocson (Ed.), Cultural transformations (pp. 53–79). Cambridge, MA: Harvard University Press.
  • Wright, D. E. (2015). Active learning: Social justice education and participatory action research. New York: Routledge.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.