Writing together for academic publication as a youth-adult PAR team: moving from distance and distaste towards transformative engagement |
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| Authors: | Morgan Gardner |
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| Institution: | Faculty of Education, Memorial University, St. John’s, Canada |
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| Abstract: | While participatory action research’s (PAR) democratic and social justice principles promote team member involvement across the research, collaborative team writing for publication is not standard practice. Peer-reviewed publications are predominately written by academic team member(s), and may include varied but often limited, co-authorship from youth, teachers and/or community team members. Drawing from narrative approaches, this paper narrates a youth-adult PAR team’s movement from a sense of distance and distaste towards academic writing to experiencing writing for publication as a process of transformative team engagement. In doing so, this account offers a story of possibility and agency for teams considering this facet of democratic youth-adult PAR team work. |
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| Keywords: | Youth participatory action research (YPAR) Youth–adult partnership participatory action research (PAR) collaborative writing team writing democracy |
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