Youth-Led Participatory Action Research (YPAR)

在规定性的，以考试为重点的课程和积极的公民发展的机会缺乏的背景下，有一个迫切需要的空间，青年赋权，合作和积极的公民可以在英国学校蓬勃发展。这项研究假设，青年主导的前瞻性行动研究（YPAR），学生接受培训，批判性地研究他们关心的社会问题，并倡导变革，提供了一个有前途的潜在解决方案。学者们已经证明了在美国以学校为基础的YPAR的许多好处。本研究旨在建立如何以及是否YPAR在英国城市中学的背景下培养积极的公民意识和青年empowerment.By理论化的积极的公民意识发展的青年领导的框架，本研究重新框公民教育作为一个参与的过程，通过学生可以影响有意义的社会变革。通过积极的公民意识和赋权的批判性和包容性方法，这项研究将建立在现有奖学金的基础上，通过评估校本干预对学生的批判性机构和对他们的公民和政治参与的看法的影响。在该项目中，我将促进YPAR与关键阶段3的学生在一所学校，其中有相当多的学生接受免费学校餐或说英语作为附加语言。我将采用混合方法收集数据，包括民族志方法，问卷调查和学生合作研究。该项目将受益于Riley教授和希格姆博士的监督，Riley教授是学生研究人员校本调查的专家，而希格姆博士的研究探索了学生的领导力。总体而言，通过揭示学生如何与这些参与性空间联系，本研究将帮助教师、领导者和学生共同创造培养合作和关键代理的空间。评价积极的公民发展将显示YPAR的参与如何影响学生对民主制度、公民身份、治理和身份的看法。因此，这个项目提供了一个独特的儿童为中心的角度对ESRC优先事项“信任和全球治理在动荡的时代”。

In the context of prescriptive, exam-focused curricula and a dearth of opportunities for active citizenship development, there is a pressing need for spaces where youth empowerment, collaboration and active citizenship can flourish in UK schools. This study hypothesises that Youth-Led Participatory Action Research (YPAR), where students are trained to critically research social issues they care about and advocate for change, offers a promising potential solution. Scholars have evidenced numerous benefits of school-based YPAR in the USA. This research seeks to establish how and whether YPAR in a UK urban secondary school context fosters active citizenship and youth empowerment.By theorising a youth-led framework for active citizenship development, this study re-frames citizenship education as a participatory process through which students can effect meaningful social change. Foregrounded by critical and inclusive approaches to active citizenship and empowerment, this study will build on existing scholarship by evaluating the impact of school-based interventions on students' critical agency and perceptions of their civic and political participation.Within the project, I will facilitate YPAR with Key Stage 3 pupils in a school where significant numbers receive Free School Meals or speak English as an Additional Language. I will employ a mixed methods approach to data collection, involving ethnographic methods, questionnaires and student co-researchers. The project will benefit from the supervision of Professor Riley, an expert in school-based inquiries with student-researchers, and Dr Higham, whose research explores student leadership.Overall, by revealing how students relate to these participatory spaces, this study will help teachers, leaders and students to co-create spaces that cultivate collaboration and critical agency. Evaluating active citizenship development will show how YPAR participation affects students' perceptions of democratic systems, citizenship, governance and identity. This project therefore offers a unique child-centred perspective on the ESRC priority 'Trust and global governance in a turbulent age'.