ENHANCING THE YOUTH’ PARTICIPATION IN RESEARCH AND PROMOTING TOLERANCE: EXPERIENCE OF ORGANIZING A SUMMER SCHOOL

2021 ◽  
Author(s):  
Alina Romanovska
Keyword(s):  
Summer School ◽  
Youth Participation ◽  
Participation In Research

scholarly journals Youth Reflexivity as Participatory Research in Senegal: A Field Study of Reciprocal Learning and Incremental Transformations

2017 ◽  
Vol 5 (3) ◽  
pp. 251-261 ◽  
Author(s):  
Richard Maclure
Keyword(s):  
Rural Communities ◽  
Field Study ◽  
Well Being ◽  
International Aid ◽  
Youth Participation ◽  
Reciprocal Learning ◽  
Urban Neighbourhoods ◽  
Transformative Process ◽  
Power Arrangements ◽  
Participation In Research

There is now widespread appreciation that children are capable of functioning as key protagonists of their own development, and that this capacity can be enhanced if they are afforded opportunities to participate in forms of inquiry that stimulate reflexivity amongst themselves and with outside researchers. There is likewise common acceptance that youth participation in research on issues that relate to their well-being can contribute to evidence-based knowledge that has multiple benefits. Rather more ambiguous, however, are questions concerning the nature of youth–researcher relationships and whether—or to what extent—youth participation in research can be characterized as a transformative process. Such questions are particularly salient in countries of the global South where the notion of youth participation tends to run counter to the persistence of hierarchical power arrangements, and where there are substantial socio-cultural differences between youth participants and professional researchers, many of whom are associated with international aid. This article addresses these questions by recounting a field study that engaged eight groups of youth living in rural communities and urban neighbourhoods in Senegal. Through processes of reflexivity that entailed analysis of issues they deemed to be socially problematic, and through subsequent dissemination of their analyses in narrative performances of their choosing, the youth attained a remarkable degree of project ownership. As a result, the field study also fostered a process of reciprocal learning among the participants and the researchers that contributed to the genesis of incremental transformations.

scholarly journals Research, relevance and respect: Co-creating a guide about involving young people in social research

2017 ◽  
Vol 1 (1) ◽  
pp. 121-127 ◽  
Author(s):  
Peter Hopkins ◽  
Cath Sinclair ◽  
Shawlands Academy Student Research Committee
Keyword(s):  
Informed Consent ◽  
Young People ◽  
Social Research ◽  
Research Process ◽  
Youth Participation ◽  
Research Committee ◽  
Group Discussions ◽  
Children And Young People ◽  
Participation In Research ◽  
Do So

Although children and young people in schools should be asked for their informed consent to participate in research, they rarely have a say in what research takes place in their school. We draw upon debates about youth participation in research to explore young people's preferences about their involvement in research and how they want to be treated by researchers. To do so, we reflect on the process of co-creating a guide for involving young people in social research with a Student Research Committee and their teacher; this involved group discussions, ranking exercises and other interactive sessions that generated ideas about the preferences of the young people about participating in research. Overall, the involvement of young people in all stages of the research process will enhance what they get out of participating and the extent to which they feel their voices have been heard.

‘Keen as fuck’: youth participation in qualitative research as ‘parallel projects’

2019 ◽  
Vol 20 (1) ◽  
pp. 39-55 ◽  
Author(s):  
Ben Arnold Lohmeyer
Keyword(s):  
Qualitative Research ◽  
Young People ◽  
Youth Participation ◽  
Power Dynamics ◽  
Power Relationship ◽  
Research Participants ◽  
Central Concern ◽  
Ethics Review ◽  
Active Research ◽  
Participation In Research

Youth researchers continue to pursue the ideals of youth participation in research. This pursuit reflects a broader concern for the problems of participant-researcher power dynamics in qualitative research. Youth researchers develop and adopt a variety of techniques and ethical principles that attempt to position young people as active research participants. However, these methods and principles have not solved the challenges of participation. In this article, I argue that there is a need to accept that some of the power asymmetries of participation might be unsolvable, and to reposition the power relationship between young people and researchers. A central concern in this article is the paradoxically unethical outcomes produced by adult-centric ethics review processes. I argue that youth participation in qualitative research can be understood as parallel projects and that in doing so researchers can value young people’s reasons for participation. In fact, young people might be ‘keen as fuck’ (participant quote) to participate.

Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

2002 ◽  
Vol 18 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Heinz Neber ◽  
Kurt A. Heller
Keyword(s):  
Secondary School ◽  
Summer School ◽  
Secondary School Students ◽  
Social Cognitive ◽  
Gifted Students ◽  
School Program ◽  
School Students ◽  
Positive Effects ◽  
Regulatory Strategies ◽  
Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

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