{"title":"Nepantleras-in-training: Using testimonios to unravel the tensions and transformative moments of YPAR","authors":"Janelle M. Silva, Las Gatas","doi":"10.1002/ajcp.12660","DOIUrl":null,"url":null,"abstract":"<p>Youth Participatory Action Research (YPAR) classrooms can work to shift the dialog and structure of schools to better fit the needs of students and disrupt dominant narratives that have marginalized students of Color. As scholars have shown, this work is not devoid of tensions. This paper examines the tensions that arose during the first 2 years of a high school PAR class. Written from the perspective of the 23 students in Soy Yo, the students use <i>testimonios</i> to narrate their collective experience as they analyze three tensions that could have ended Soy Yo and their YPAR project before it began. As a decolonial method, testimonios allow students to reclaim their stories by shedding light on their struggles, tensions, and transformative moments that adult collaborators might overlook. These testimonios illustrate the potential for YPAR classrooms to becoming a <i>third space</i> that allows for campus change and personal transformation. The paper concludes with lessons learned for future scholars and educators to explore.</p>","PeriodicalId":7576,"journal":{"name":"American journal of community psychology","volume":"71 3-4","pages":"507-519"},"PeriodicalIF":3.4000,"publicationDate":"2023-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"American journal of community psychology","FirstCategoryId":"102","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/ajcp.12660","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, MULTIDISCIPLINARY","Score":null,"Total":0}
引用次数: 0
Abstract
Youth Participatory Action Research (YPAR) classrooms can work to shift the dialog and structure of schools to better fit the needs of students and disrupt dominant narratives that have marginalized students of Color. As scholars have shown, this work is not devoid of tensions. This paper examines the tensions that arose during the first 2 years of a high school PAR class. Written from the perspective of the 23 students in Soy Yo, the students use testimonios to narrate their collective experience as they analyze three tensions that could have ended Soy Yo and their YPAR project before it began. As a decolonial method, testimonios allow students to reclaim their stories by shedding light on their struggles, tensions, and transformative moments that adult collaborators might overlook. These testimonios illustrate the potential for YPAR classrooms to becoming a third space that allows for campus change and personal transformation. The paper concludes with lessons learned for future scholars and educators to explore.
期刊介绍：
The American Journal of Community Psychology publishes original quantitative, qualitative, and mixed methods research; theoretical papers; empirical reviews; reports of innovative community programs or policies; and first person accounts of stakeholders involved in research, programs, or policy. The journal encourages submissions of innovative multi-level research and interventions, and encourages international submissions. The journal also encourages the submission of manuscripts concerned with underrepresented populations and issues of human diversity. The American Journal of Community Psychology publishes research, theory, and descriptions of innovative interventions on a wide range of topics, including, but not limited to: individual, family, peer, and community mental health, physical health, and substance use; risk and protective factors for health and well being; educational, legal, and work environment processes, policies, and opportunities; social ecological approaches, including the interplay of individual family, peer, institutional, neighborhood, and community processes; social welfare, social justice, and human rights; social problems and social change; program, system, and policy evaluations; and, understanding people within their social, cultural, economic, geographic, and historical contexts.
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