Engaging Young People in a Research Project: The Complexities and Contributions of Using Participatory Methods With Young People in Schools

The lack of student engagement in school has been studied from different approaches. Participatory methods are gaining acceptance and relevance in educational research because they respond to both ethical and validity concerns. Since youth engagement in participatory research should not be taken for granted and may overlap with student engagement in studies in schools, this article presents an analysis of adult researchers’ and young co-researchers’ field notes, journals, and reports of an ethnographic participatory research about learning in and outside school carried out in five secondary schools with 35 students. Findings show the different perceptions of youth engagement between young and adult researchers and how youth agency and autonomy may be more easily desired than recognized by adult researchers.

(a) Rangatahi Project: an exploration of architects and rangatahi collaborating in the design of spaces in order to activate youth agency

<p>Today’s rangatahi (youth) have exhibited a great capacity to address social and environmental issues and propose solutions toward the future of people and the environments we live in. Although society claims to value the wellbeing of rangatahi, there seems to be very marginal space for the voices of youth to be heard. The aim of this project is to explore design processes that redistribute power and agency between architects and rangatahi in a manner that is not extractive, but mutually beneficial. It asks how we can do this in a democratic way; moreover, it explores how to do it in the midst of unprecedented global challenges. With my co-researcher Ellie Tuckey, we concurrently explore our research agendas through our individual conceptual frameworks. My focus is on the agency of rangatahi in the design process and the evolving role that architects have to play in the awhi (care) of this agency. With an emphasis on decolonisation and agency, this thesis takes a methodology inspired by generative design research and cooperative inquiry. This is applied to collaboration with rangatahi at the front end of design processes, fostering collaborative processes that lead to collaborative outcomes. We have undertaken three real-life community ‘incubator’ projects, which explore how spatial understanding can occur earlier in the design process with the aid of immersive tools. Our approach began by first acknowledging rangatahi as experts in their own right, just as architects are experts in spatial design. This thesis explores how communication can be enriched, with a particular focus on collaboration and co-opting emerging design tools such as computer game simulations, virtual reality and video media. This multimedia body of work culminates in an individual thesis, with a collaborative contribution of A Mana ki te Mana Process - one way of engaging with rangatahi through a decolonised lens.</p>

(a) Rangatahi Project: an exploration of architects and rangatahi collaborating in the design of spaces in order to activate youth agency

<p>Today’s rangatahi (youth) have exhibited a great capacity to address social and environmental issues and propose solutions toward the future of people and the environments we live in. Although society claims to value the wellbeing of rangatahi, there seems to be very marginal space for the voices of youth to be heard. The aim of this project is to explore design processes that redistribute power and agency between architects and rangatahi in a manner that is not extractive, but mutually beneficial. It asks how we can do this in a democratic way; moreover, it explores how to do it in the midst of unprecedented global challenges. With my co-researcher Ellie Tuckey, we concurrently explore our research agendas through our individual conceptual frameworks. My focus is on the agency of rangatahi in the design process and the evolving role that architects have to play in the awhi (care) of this agency. With an emphasis on decolonisation and agency, this thesis takes a methodology inspired by generative design research and cooperative inquiry. This is applied to collaboration with rangatahi at the front end of design processes, fostering collaborative processes that lead to collaborative outcomes. We have undertaken three real-life community ‘incubator’ projects, which explore how spatial understanding can occur earlier in the design process with the aid of immersive tools. Our approach began by first acknowledging rangatahi as experts in their own right, just as architects are experts in spatial design. This thesis explores how communication can be enriched, with a particular focus on collaboration and co-opting emerging design tools such as computer game simulations, virtual reality and video media. This multimedia body of work culminates in an individual thesis, with a collaborative contribution of A Mana ki te Mana Process - one way of engaging with rangatahi through a decolonised lens.</p>

Changing thoughts, changing future – commentary to Huttunen and Albrecht

In response to Huttunen and Albrecht’s article in this issue of Fennia we want to focus our commentary on the two key-findings regarding the media representation of environmental citizenship in the Finnish Fridays for Future (FFF) movement: individualised lifestyle choices and a dominant adult voice. This commentary dovetails into the authors’ critical reflection on the insufficiency of individual action alone in addressing environmental issues and the potential risks of a dominant adult voice for youth agency. By doing so, we will also touch on broader ideas of change within the FFF and climate change framing and aspects of (intergenerational) climate justice.

Rational versus Fashionable: Youth Identity, Play and Agency in Namibian Cycling Mobilities

The bicycle has been prescribed as an ‘intermediate mode of transport’ intended as a low-cost approach to address mobility inequality and poverty in sub-Saharan Africa. Within this framework, the bicycle is commonly intended to technologically advance head portage for those who cannot access motorized transport. The singular vision of the bicycle as a load-carrying device has sought to encourage industrious activities over alternative practices, such as play, embodied sensory experiences of mobility and conspicuous consumption for identity performance that are important aspects of youth agency. This article alternatively demonstrates the complexity of mobility and consumer behaviour among young Namibians as they negotiate multiple identities embodied in their mobility. In doing so, the article examines the limitations of youth agency expressed in play, mobility and subject formation, given the normative understandings of gender.

Hustling, cycling, peacebuilding: Narrating postwar reintegration through livelihood in Liberia

Ex-combatant youth originated the commercial motorcycling sector in Liberia and have played a dominant role in its development. This article collates key insights narrated by one of Liberia's young ex-combatants-turned-commercial motorcyclists, Edwin Nyankoon, to build narrative accounts of peacebuilding around conceptualisation of youth livelihood, identity, and politics after war. The article contributes to diverse literatures on youth agency by emphasising the need for narrative and subject-led methodologies that anchor research questions and data analysis to research participants’ own language and narrated experiences of post war. It applies insights about everyday peace to interpret hustling as bottom-up peacebuilding, in opposition to dominant top-down peacebuilding accounts of ex-combatants. These latter accounts largely fail to see youth actors as peacebuilding agents, constructing them instead as troublemakers and interpreting their livelihood activities in terms of criminality and threat. Additionally, it argues that hustling also constitutes a peacebuilding style. More than a coping strategy or an indicator of peace, hustling-as-peacebuilding-style is performative: relational, embodied, contradictory, and recognisable to its adherents as peace-promoting even if (and arguably because) outsiders construct it as peace-negating. This analysis problematises agency, social relations, gendered identity, and collective security as they relate to ex-combatant and conflict-affected youth during peace processes.

Zine Production with Queer Youth and Pre-Service Teachers in New Brunswick, Canada: Exploring Connections, Divergences, and Visual Practices

Queer, trans, and non-binary youth navigate school spaces punctuated by erasures, silences, and oppression, and resist these experiences through solidarity-building, activism, and art practice. In this article, we seek to centre experiences of school and society as important spheres of inquiry through participatory visual research with queer, trans, and non-binary young people (ages 12 to 17) and pre-service teachers and community educators (ages 22 to 40) in Fredericton, New Brunswick, Canada. Using an intersectional lens, we consider how intersecting power structures—gender, race, class, and disability—produce unequal impacts in relation to school and social experiences in New Brunswick. Centring youth agency, we position youth as knowledge producers through participatory visual methods of inquiry, including the making of zines (DIY print productions). With youth and pre-service teachers, through inquiry into existing and desired school and social experiences, we seek to make visual the practice of intergenerational solidarity building through zine production. Keywords: participatory visual research, queer, trans and non-binary youth, pre-service teachers, zines