A Scoping Review of Relationship-Building Practices in Youth Participatory Action Research

Background: In its simplest definition, participatory action research (PAR) is a process by which researchers and participants work together to examine a social problem and change it for the better. PAR is not a specific set of methodologies, but rather an epistemological commitment to various forms of knowledge and an embedded critique of oppression in our society, research, and ourselves. Youth participatory action research (YPAR) applies PAR commitments and critiques to issues affecting young people, youth development, and community change. It acknowledges “youth” as a socially marginalized identity, positions young people as experts of their lived experience, and recognizes them as critical social change-makers. As such, YPAR is a powerful approach to research and action, whose process can facilitate positive transformation in individuals, organizations, and communities. Yet, the facilitation of YPAR is often a black box, with the mechanisms absent or not described in detail.

When facilitating YPAR, relationships are not periphery to success, they are central. Being attentive to the role of relationships in practice and process is especially important in YPAR, where age-restrictive policies, practices and power dynamics layer on to an already complex web of relational power dynamics. Despite YPAR collective’s efforts to build more liberatory approaches to research and action, subtle forms of domination, coercion and authority will make their way into any PAR space. Confronting the relational and power dynamics is part of the pedagogical project of YPAR. These relationships are critical for translating inquiry and reflection into action.

Methods: This paper aims to provide more insight into YPAR practice and process by identifying relational practices and processes in the existing literature that are applied across projects in youth development and out-of-school time settings. The guiding research question is: What are the relationship-building practices in YPAR that facilitate critical inquiry, reflection and action? A scoping literature review was conducted.

Results: Three sets of relational practices emerged in the review: (1) facilitating critical dialogue, (2) sharing power and (3) building a collective identity. Dialogue is central to meaningful participation, critical inquiry and action. Adult YPAR co-researchers emphasized the importance of critically exploring lived experiences and navigating difference, dissent, and conflict as a collective. These dialogic practices support the critical consciousness development of youth and can generate insight into oppressive systems and how to interrupt them. To facilitate the sharing of power in the YPAR collective, adult facilitators emphasized: (1) providing opportunities for peer learning, (2) collaborative goal setting, (3) presence and engagement, and (4) transparency. In building a collective identity, facilitators highlighted practices for building community accountability, and developing a sense of collective efficacy. Individuals recognizing that they are not alone but rather they are part of a community that is invested in facing these problems head on, youth develop a sense of collective responsibility for interrupting oppressive systems.

Implications: While the practices are organized into three sets, they are deeply interconnected and mutually dependent.Together, they give insight into how adults may facilitate critical reflection and action in YPAR projects in youth development and OST spaces.