Navigating youth participatory action research in a primary school: exploring power dynamics, tensions and challenges

Abstract

Involving children in the co-production of knowledge through cross-generational research such as Youth Participatory Action Research (YPAR) is a growing practice which has the benefits of amplifying the voices of children and developing practical knowledge for social change. However, better understanding is needed about how power dynamics operate during the facilitation of YPAR studies. Such an understanding would ensure that during the facilitation of a YPAR study, spaces are created where the diverse perspectives of both child co-researchers and the adult researcher are considered. Moreover, this understanding would help adult researchers/facilitators navigate complex relationships and ensure that decision-making processes were inclusive and replicating traditional inequalities is avoided. Also reflecting on power dynamics encourages adult researchers/facilitators to critically examine their positionality, biases and privileges. This study aimed to gain insights into power dynamics within a YPAR study. Specifically, it explored two critical aspects: (i) power relations between a teacher/researcher and child co-researchers. This aspect delved into the interactions between the adult researcher and the child co-researchers, and (ii) the impact of the adult researcher on child participation: Here, the focus was on the adult researcher’s role in either supporting or hindering child participation. This qualitative study was guided by Freirean critical theory (Freire 1970, 1972) and the Lundy (2007) model of participation. Across two academic years, six primary school children aged 10-12 years participated in three cycles of a YPAR study with a teacher/researcher. Multiple data methods were utilised, including research meetings with the child co-researchers and a draw and write survey. Additionally, the study employed peer-paired interviews and focus group interviews with the child co-researchers. Furthermore, semi-structured interviews were conducted with both the school principal and a class teacher. In addition, the adult researcher maintained a research journal throughout the YPAR study. Findings indicate that when the adult researcher creates space for cross-generational collaboration, power dynamics become decentralised, so that child co-researchers contribute as knowledgeable actors with decision making powers on an equal basis as an adult researcher. The findings also emphasise the critical need for vigilance by an adult researcher regarding hierarchical power relations when facilitating a YPAR study within a school context. Adult researchers must acknowledge the possible impact of authority, privilege and decision-making on the research process. In this respect, therefore, as indicated through the findings, adult researchers must ensure that child co-researchers are not constrained by teachers or other school personnel when conducting research activities with their peers. By doing so, they can cultivate an environment where children’s voices are empowered and equitable participation is promoted. In recognising children’s rights (UNCRC 1989; Lundy 2007) and navigating power dynamics, the adult researcher plays a critical role in fostering an inclusive YPAR process. Their expertise enhances the depth and breadth of knowledge generated by the child co-researchers, informing meaningful suggestions for change. Moreover, the adult researcher must actively engage in self-reflection to recognise their own positionality and biases, ensuring that power imbalances do not inadvertently hinder child participation.