| Abstract: | The present study investigates the instructional and organizational strategies used
by participatory action research (PAR) facilitators at the Summer Youth Research
Institute of the Institute for Community Research in Hartford, Connecticut (US), a six-
week program that engages urban multi-ethnic teenagers in youth participatory action
research (YPAR) for social change. During the last three decades, PAR has proven to be
a very effective methodology for creating sustainable solutions to social problems by
involving community members in the process of identifying, investigating, and
collectively resolving them. In particular, YPAR provides young people with the
opportunity to study social problems that affect themselves and their communities.
Through experiential learning, YPAR allows youth to understand that structural
injustices are produced, not natural, and can be challenged. Youth discover spaces for
hope and resistance and become agents of change for their own communities. While
recent years have witnessed an increased effort from researchers and practitioners alike to
apply PAR approaches to various fields within community and international
development, little has been written addressing educators about the designing and
implementation process of a curriculum in PAR methodology. The present exploratory
ethnographic study aims to address the theory-practice gap of PAR literature, which
offers only a limited number of case study analyses of the facilitation and implementation
process of PAR projects, and offer advice for PAR facilitators which is currently lacking. |