Writing together for academic publication as a youth-adult PAR team: moving from distance and distaste towards transformative engagement. Issue 2 (15th March 2018)

• Record Type: Journal Article
• Authors: Gardner, Morgan
• Is Part Of: Educational action research. Volume 26:Issue 2(2018)
• Page Start: 205
• Page End: 219
• Publication Date: 2018-03-15
• Subjects: Youth participatory action research (YPAR) -- Youth–adult partnership -- participatory action research (PAR) -- collaborative writing -- team writing -- democracy; Action research in education -- Periodicals; 370.72
• DOI: 10.1080/09650792.2017.1329093
• Languages: English
• ISSNs: 0965-0792

Abstract

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.