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CC Vision – an urban education reform effort launched to strengthen the cradle-to-career education pipeline in Central City – provides the impetus for our use of youth participatory action research (YPAR) to gather and activate student voice in the fight for education justice. Student voice can significantly enhance the quality of policy designed t...
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... Across these studies reporting societal involvement, 22 (100%) described youth disseminating their research findings, a hallmark of YPAR efforts. The most common forms of the dissemination of findings were art/photo exhibits [20,21] and presentations [22][23][24][25][26][27][28][29][30][31][32]. Dissemination occurred in different settings, including staff meetings [31], assemblies [24], town halls [33], community art shows [34], university symposia [32], conferences [20,27,35], and national community conventions [28]. ...
... The most common forms of the dissemination of findings were art/photo exhibits [20,21] and presentations [22][23][24][25][26][27][28][29][30][31][32]. Dissemination occurred in different settings, including staff meetings [31], assemblies [24], town halls [33], community art shows [34], university symposia [32], conferences [20,27,35], and national community conventions [28]. The dissemination strategies that did not describe formal presentations or settings disseminated findings via a deliverable, such as a school anti-bullying poster campaign [36], video documentary [37,38], or report [39]. ...
... Most commonly, youth engaged with stakeholders in their schools including school administrators and principals [22,25,29,31,34,38], teachers [22,27,34,38], and student peers [24,36,38]. In the broader community, youth engaged with community members [20,23,25,28,33], community agencies [21,26,43], university academics and researchers [21,32,35,43], police [44], journalists [25], and environmentalists [25]. In several studies, youth researchers shared their findings with state and national decision-makers [25], such as state senators and congressional representatives [20], parliamentarians in Spain [35], and representatives of European Union institutions [27]. ...
Young people need opportunities that support their well-being while enabling them to take meaningful action. There has been strong interest in youth participatory action research (YPAR) as a form of sociopolitical action for marginalized youth seeking to address inequities that undermine individual and community well-being. The rapid growth of the YPAR literature in the last decade has involved studies analyzing the impact of YPAR on dimensions of youth empowerment, sociopolitical development (SPD), and well-being. The relatively new framework of Transformative Social Emotional Learning (tSEL) is potentially fruitful in identifying relevant constructs, skills, and strategies to support well-being during the YPAR process. This article seeks to advance our integrative conceptualization and analysis of the impact of YPAR by (1) considering the overlapping and unique dimensions of SPD and tSEL: agency, belonging, collaborative problem solving, curiosity, identity, societal involvement, and worldview and social analysis; and (2) applying this integrative lens to the analysis of novel data from an updated systematic review of U.S. and international YPAR studies (2015–2022). We summarize youth outcomes reported in 25 studies to assess the evidence for YPAR as an approach for promoting youth SPD and tSEL outcomes, identifying limitations and next steps for advancing our understanding of these impacts.
... For example, the program could be revised so that it can encourage students to engage in advocacy and other activities to promote change in school and community aspects that do affect their lifestyle choices, for instance school healthy eating policy, offer of snack vending machines, and food retailers around the school (Townsend & Foster, 2013). The literature on youth participation in prevention offers methodological guidance for young people to contribute to policy reform at the local level (Warren & Marciano, 2018). ...
Food Game is a gamified school-based intervention that aims to promote healthier dietary choices (i.e., adherence to the Mediterranean diet) and more sustainable behaviors among high school students in an urban area in Northern Italy. The program consists of an offline and online competition in which groups of students participate in peer-led activities to design and communicate products promoting health and sustainability. This study aimed to examine how the program works in practice, understand its mechanisms of change and assess any variation in student outcomes. A mixed methods process evaluation was conducted. Students completed a three-wave longitudinal survey and participated in focus groups. Program staff and teachers were also interviewed. Qualitative and quantitative data analyses indicate that Food Game?s gamification strategy was successful in engaging students, who felt stimulated by the game, its embedded competition and the self-organized group work. Although no significant change in adherence to the Mediterranean diet was found, pro-environmental behaviors, attitudes and perceived peer approval on healthy eating increased over time. Findings provide preliminary support for Food Game as an acceptable and engaging intervention though there is yet not sufficient evidence that it is also promotes healthier and more sustainable behaviors. The results contribute to the limited evidence base for offline gamified school-based interventions and offer insight into the applicability of the gamification approach as a key motivational strategy in other prevention settings and contexts. Suggestions on how to strengthen the program include dosage increase and addition of activities to promote change on relevant school and community factors.
... Such practices deprive them self-confidence, a sense of belonging, causing them psychological torture and stigmatization. Because of that, such children find it difficult to walk or play freely much as some parents and caregivers restrict their children to play with others or go to school alone like other regular children [50]. As a result, some of the parents or close relatives feel a sense of insecurity of these children and therefore do escort them to school and other public places. ...
... The cultural aspect of the environment involves values, norms, beliefs, and language that shape the individual's views, mind-set, perspectives, and expectations [54]. Social environments include the interactions with friends and family, social family, social and community networks, such as colleagues or through membership or involvement with organizations or the community, and the societal structures, norms and values that shape the way in which the environment operates [50]. ...
The paper attempts to provide a theoretical and empirical perspective related to the issues, problems and challenges of enhancing social functioning among children with cognitive disability in Tanzania. Specifically, the study reviews three theories, namely empowerment, inclusive and ecological with a view of finding the challenges associated with the enhancement of children with cognitive disability. The study is a literature review based on survey from books, scholarly articles and other relevant sources seeking explanations on the enhancement of social functioning among children with cognitive disability. The reviewed literature were summarized, analysed, and synthesized. The findings reveal that, the theories used in social work practice have diverse and different foci of analysis and intervention. This is largely because addressing a social problem there are many variables and uncertainties in social work practice. Because of that, there is no one single objective “reality” in social theory and practice. Secondly, whereas theories such as the ecological describes the influence of different subsystems in the changing individual behaviour, other behaviours such as discrimination and social exclusion among people with disabilities do not seem to change. The study further reveals that the assumptions of the inclusive theory of developing positive social relationships (e.g. friendships and acquisition of social skills) have not been successful because of existence negative attitudes among societal members which are influenced by false beliefs about people with cognitive disability. The study concludes that, whereas the theories help social workers to understand complex human behaviour and social environment which influence their clients’ lives and the nature of social problems, there are no theories which help in understanding African realities. The study observes that, negative social environment and attitudinal change have a negative impact in facilitating positive behavioural change in as far as enhancing social functioning among children with cognitive disability. The study recommends that more research be conducted to address the existing prohibiting factors. It is further recommended that concerted be made among different actors including policy interventions to raise awareness of local communities.
... A growing cross-disciplinary body of evidence demonstrates the benefits of taking different citizen science approaches with young people. [29][30][31][32][33][34][35] Citizen science has been used successfully to understand young people's physical activity experiences. 36 However, the potential to understand whole-systems physical activity approaches using citizen science has not been realised. ...
... 37 Research indicates that positive experiences for young people can be achieved by considering power dynamics, relationships and personal growth within citizen science. 29 32 38-40 Furthermore, it is recommended that citizen science projects evaluate participant experience to understand the value of young people's contribution and to improve outcomes. 41 42 The purpose of this paper is to describe a citizen science evaluation approach of the Join Us: Move, Play (JU:MP) whole-systems physical activity intervention with children and families. ...
Introduction
Whole-systems approaches are being adopted to tackle physical inactivity. The mechanisms contributing to changes resulting from whole-systems approaches are not fully understood. The voices of children and families that these approaches are designed for need to be heard to understand what is working, for whom, where and in what context. This paper describes the protocol for the children and families’ citizen science evaluation of the Join Us: Move, Play (JU:MP) programme, a whole-systems approach to increasing physical activity in children and young people aged 5–14 years in Bradford, UK.
Methods and analysis
The evaluation aims to understand the lived experiences of children and families’ relationship with physical activity and participation in the JU:MP programme. The study takes a collaborative and contributory citizen science approach, including focus groups, parent–child dyad interviews and participatory research. Feedback and data will guide changes within this study and the JU:MP programme. We also aim to examine participant experience of citizen science and the suitability of a citizen science approach to evaluate a whole-systems approach. Data will be analysed using framework approach alongside iterative analysis with and by citizen scientists in the collaborative citizen science study.
Ethics and dissemination
Ethical approval has been granted by the University of Bradford: study one (E891—focus groups as part of the control trial, E982—parent–child dyad interviews) and study two (E992). Results will be published in peer-reviewed journals and summaries will be provided to the participants, through schools or directly. The citizen scientists will provide input to create further dissemination opportunities.
... 279) In this paper, I have used the terminology centring voices to metaphorically and critically position how the voices of upper-primary school-aged young people can meaningfully be represented in empirical research designs in youth studies. By using this terminology, I am thinking with scholars who have drawn attention to critically considering how students' voices are listened to (Filipiak 2020;Johnson 2017;Lyiscott et al. 2020;McLeod 2011;Rhedding-Jones et al. 2008;Warren & Marciano 2018). In doing so, I am joining these scholars calls for the revival of the inclusion of student voice to ensure their voices are not merely included to remedy a gap and be amplified, but rather authentically and respectfully listened to, engaged with and thought with. ...
Youth studies often focus on analysing how young people’s lives are affected by sociomaterial factors. The emphasis is often on scholar selected social positions and the experiences and voices of secondary and post-secondary school-aged young people. This paper seeks to examine how youth studies can think critically about belonging by widening the sociomaterial lens of focus and engaging with the less often called upon voices of upper-primary school-aged young people. I posit critical feminist theory and the concept of intersectionality can be used as a theoretical lens to better understand how sociomaterial entanglements affect the processes of belonging for young people in multiple, distinct and material ways. In addition, I argue that methodologically thinking with Deleuze creates novel and critical openings for youth research by making it possible to think about youth relationally and engage in considered intersectional analysis. Ultimately, this paper raises critical questions for new research agendas in youth studies by inviting youth research scholars to reflect on how we can respectfully listen to, and engage with, young people’s voices in research by taking seriously our allyship with, and accountability to young people.
... In this way, education researchers are increasingly calling for the inclusion of student voice in educational reform efforts (Cook-Sather, 2002;Fine et al., 2007). Yet historically, the voices and perspectives of students have not been taken into account in education reform efforts (Mitra, 2007;Warren & Marciano, 2018). ...
In this conceptual/theoretical paper, we present an argument about the importance of preparing community teachers, articulating tenets of youth voice, community voice, and context in this undertaking. We operationalize these tenets by proposing a Learning-to-Teach Cycle as an organizing structure for teacher candidates to encounter across their programs through four interrelated elements-observing; identifying; reflecting/synthesizing; and designing/implementing-that center and leverage community issues, knowledge , and voice. This approach is urgently needed in urban contexts amid increasingly porous boundaries between schools and broader communities, and in recognition of youth and communities as sources of knowledge integral to the preparation of teachers.
... Some authors argue that one of the benefi ts of PAR is that it is a methodological approach that promotes the abilities of young people to strengthen their own agency (Ritterbusch, Boothby, Mugumya, Wanican, Bangirana, et al., 2020); while Aldana, Richards-Schuster & Checkoway, (2016) note that the strategy that has served to give a voice to socially under-represented or marginalized groups, such as Afro-American youth. In the United States, PAR has been used when working with young people to examine and assess health inequalities; the impact of violence on the development of their lives; multiculturalism and socio-economic inequalities (Cammarota & Fine, 2010); factors that infl uence academic success at secondary school (Kornbluh, Ozer, Allen, & Kirshner, 2015); as well as infl uencing the design of local administration educational policies (Warren & Marciano, 2018), among other subjects. ...
Participatory action research and participatory evaluation are two approaches used to involve people in public affairs, fostering the shared construction of knowledge. Recent decades have seen an increase in the involvement of agents in public activity, a trend that is also evident among young people. Experiences based on youth participatory action research and participatory youth evaluation are discussed in the literature. The main aim of this article is to define these two methodological approaches, and discuss: the role played by agents, the functions implemented, and the main stages. To this end, we have used a systematic documentary analysis of databases and specialist journals between 2010-2021. The results produce a map of internationally published articles regarding participatory action research and participatory youth evaluation. Secondly, a check-list is provided of the two methodological approaches to youth participation; this compiles the functions of the agents involved and the stages involved in both approaches. The article aims to be of use to public administrations and social entities with decision-making powers over actions that favour the involvement of young people in public affairs.
... However, before simply implementing these recommendations, it is wise to tap into the perspectives and views of the students concerned, lest we fall into the trap of thinking that we as educators know better than them what and how they need to learn (Cook-Sather, 2002). It is important to listen to the students so that changes that are made to statistical instruction in future are more likely to meet the needs of young people (Warren & Marciano, 2018). To ensure that the student sample used was adequate to identify all the important perceptions of the students regarding the two questions (enjoyment and performance), Monte Carlo simulations were applied to determine if data saturation was reached. ...
Since we are entering the fourth industrial revolution, it becomes
increasingly important that students, irrespective of their field
of study, are data literate. However, many students view their
mandatory statistics modules with contempt. This qualitative study
analysed students’ comments to determine what their needs are to
improve these modules to increase the students’ enjoyment and
improve their performance in statistics. Monte Carlo simulations
were used to scientifically justify that data saturation was attained
by the survey study. This is an objective reproducible method to
determine if a sample size is large enough to ensure that important
themes are not missed. It is clear from the students’ responses
that they do not enjoy being taught in the same way students were
taught statistics years ago. Statistics education needs to change to
keep up with changing times and the needs of the new generation.
The comments of the students touched on similar topics that are
being addressed internationally regarding the instruction and
assessment of statistics students; therefore, it will be sensible to
implement these recommendations in future.
... PAR is increasingly used with racial and ethnic minority-and immigrant-background community members (e.g. Boutwell, 2015;Call-Cummings & Martinez, 2017;Davis, 2020;Warren & Marciano, 2018) and is frequently lauded as a powerful way to facilitate expression, empowerment, voice, and resistance toward oppressive structures and practices. PAR collaboratives often address issues of inequality: for example, Davis (2020) engages in PAR with Black girls from a low-income urban high school to examine racial, gender, and class disparities in career pathways. ...
As university-based educational researchers who have engaged in participatory methods with marginalized populations, we have rising concerns about how interpersonal and institutional power dynamics affect co-researchers from racial and ethnic minority groups. In this manuscript, we use critical race and critical whiteness theory and counter-storytelling methodology to examine three experiences of the same event, which occurred in the context of an ongoing participatory action research project with youth of color, from the perspectives of three female, early career scholars: an Asian American doctoral candidate, a Black doctoral candidate, and a White junior faculty member. Our goals are to encourage increased reflexivity about racial dynamics in participatory research and to grapple with the ways in which educational institutions often subtly perpetuate colorblind ideologies and prop up White privilege. We conclude with considerations for enacting a critical race praxis in intergenerational and multiracial educational research.
... Such work requires methodologies that position researchers as working with community members rather than on community members. For example, community-based research (Baldridge et al., 2017) and participatory action research with youth (Caraballo et al., 2017;Warren & Marciano, 2018) provide opportunities for education researchers to utilize methodologies that privilege partnering with members of marginalized communities and building with their assets as strengths in attempts to disrupt educational inequities. ...
