Annotated Bibliography

Annotated Bibliography

A. Arts-Based Research

Leavy, P. (2018). Handbook of arts-based research. New York: Guilford Press. In Patricia Leavy’s 2017 book titled, Handbook of Arts-Based, Leavy describes Arts-Based Research as “a transdisciplinary approach to knowledge building that combines the tenets of the creative arts in research contexts (4).”

B. Participatory Action Research

Cammarota, J. and Fine, M. (Eds.) (2008). Revolutionalizing Education: Youth Participatory Action Research in Motion. New York: Routledge.

“What perhaps distinguishes young people engaged in YPAR from the standard representations in critical youth studies is that their research is designed to contest and transform systems and institutions to produce greater justice— distributive justice, procedural justice, and what Iris Marion Young calls a justice of recognition, or respect. In short, YPAR is a formal resistance that leads to transformation— systematic and institutional change to promote social justice. YPAR teaches young people that conditions of injustice are produced, not natural; are designed to privilege and oppress; but are ultimately challengeable and thus changeable.”

1) Related research, reviewed and critiqued

Afonu, D. (2015). Hip-hop as community psychology? : a participatory research project with adolescent co-researchers. Retrieved from http://proxy.library.nyu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsble&AN=edsble.676124&site=eds-live “This research explores the ways young people engage with UK Hip-hop and Grime (UKHHG) culture for their wellbeing and what UKHHG culture might teach clinical psychology about supporting young people’s wellbeing. The research is also broadly concerned with the potential connections between the ideas and aims of liberation and community psychology, and the culture and ideas of UKHHG and young people’s engagement with it. Through a qualitative exploration of UKHHG culture, the research question that is investigated is: What are the relationships between socio-political issues and the wellbeing of young people in inner London, through examining UKHHG culture and community? The research used a participatory action research methodology. The primary researcher worked with a co-researchers team consisting of two adolescent co-researchers, one young adult co-researcher, two participation youth workers, and two professional Hip-hop artists.”

Akom, A. A. (2009). Critical Hip Hop Pedagogy as a Form of Liberatory Praxis. Equity & Excellence in Education, 42(1), 52–66. Retrieved from http://proxy.library.nyu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ827853&site=eds-live This article uses Paulo Freire's problem-posing method, youth participatory action research, and case study methodology to introduce an alternative instructional strategy called Critical Hip Hop Pedagogy (CHHP).

Ayala, J., & Zaal, M. (2016). A Poetics of Justice: Using Art as Action and Analysis in Participatory Action Research. Networks: An Online Journal for Teacher Research, 18(1), 1–13. https://doiorg.proxy.library.nyu.edu/10.4148/2470-6353.1019 This article explores the use of art as a form of communication and meaning-making in participatory action research (PAR). The authors, researchers, and educators contemplate this concept through a pedagogical lens and consider the role that visual and performing arts can play in social action. Based on the work of a youth-adult participatory action research collective, the authors reflect on the pedagogical process used to analyze research findings, take actions, and affect local change. Created to investigate the opportunity to learn issues, the youth members of the collective created spoken word poetry, post-cards, film shorts, and speak-outs to engage multiple audiences in their research findings. By engaging art as an element of PAR, actions can travel visually, viscerally, and verbally with the potential to influence individuals, communities, and policies.

Cook, A. L., & Krueger-Henney, P. (2017). Group Work That Examines Systems of Power With Young People: Youth Participatory Action Research. Journal for Specialists in Group Work, 42(2), 176–193. https://doi-org.proxy.library.nyu.edu/10.1080/01933922.2017.1282570 Youth-led group work shifts power dynamics and repositions youth as leaders in driving the learning they envision for themselves. This shift calls into question how group facilitators measure outcomes of youth empowerment groups.

D’Amico, M., Denov, M., Khan, F., Linds, W., & Akesson, B. (2016). Research as an intervention? Exploring the health and well-being of children and youth facing global adversity through participatory visual methods. Global Public Health, 11(5/6), 528–545. https://doi-org.proxy.library.nyu.edu/10.1080/17441692.2016.1165719 Global health research typically relies on the translation of knowledge (from health professionals to the community) and the dissemination of knowledge (from research results to the wider public). However, Greenhalgh and Wieringa [2011. Is it time to drop the ‘knowledge translation’ metaphor? A critical literature review.Journal of the Royal Society of Medicine, 104(12), 501–509. DOI:10.1258/jrsm.2011.110285] suggest ‘that while “translation” is a widely used metaphor in medicine, it constrains how we conceptualize and study the link between knowledge and practice’ (p. 501). Often the knowledge garnered from such research projects comes from health professionals rather than reflecting the lived experiences of people and communities. Likewise, there has been a gap in ‘translating’ and ‘disseminating’ the results of participatory action research projects to policymakers and medical practitioners. This paper will look at how using participatory visual methodologies in global health research with children and youth facing global adversity incorporates the multiple functions of their lived realities so that research becomes a means of intervention. This paper raises practical, theoretical, and ethical questions that arise from research as an intervention.

Del Vecchio, D., Toomey, N., & Tuck, E. (2017). Placing Photovoice: Participatory Action Research with Undocumented Migrant Youth in the Hudson Valley. Critical Questions in Education, 8(4), 358. Retrieved from http://proxy.library.nyu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1159312&site=eds-live This article describes a research study that aims to better understand the life-worlds of undocumented migrant youth in the Hudson Valley region of New York State. With guidance from Indigenous theorizations of refusal, the project explores the potential of embedding refusal into image-based methodologies to involve participants more deliberately in the collection, generation, and sharing of data.

Fernández, J. S. (2018). Toward an Ethical Reflective Practice of a Theory in the Flesh: Embodied Subjectivities in a Youth Participatory Action Research Mural Project. American Journal of Community Psychology, 62(1/2), 221–232. https://doi-org.proxy.library.nyu.edu/10.1002/ajcp.12264The focus of this paper is to demonstrate how embodied subjectivities shape research experiences.

Fox, M. (2012). Literate Bodies: Multigenerational Participatory Action Research and Embodied Methodologies as Critical Literacy. Journal of Adolescent & Adult Literacy, 55(4), 343–345. Retrieved from http://proxy.library.nyu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ960945&site=eds-live The recent study Polling for Justice (PFJ) used a multigenerational participatory action research approach with embodied methodologies to document youth experiences of education, criminal justice, and public health in New York City. Through an exploration of the PFJ project, this column demonstrates how participatory action research and embodied methodologies can open up new possibilities for developing critical literacies across difference. We found that when we included personal experiences as well as survey data, and when we embodied data, through sculptures, images, or scenes, we made room for multiple interpretations of language and data to come into our research collective and enrich the overall analysis.

Gitonga, P. N., & Delport, A. (2015). Exploring the use of hip hop music in participatory research studies that involve youth. Journal of Youth Studies, 18(8), 984–996. https://doi-org.proxy.library.nyu.edu/10.1080/13676261.2015.1020929 This article explores the use of hip hop in participatory research studies. The article was informed by a research process that explored the identity construction process of late female adolescents who identified strongly with hip hop music.

Haaken, J., Wallin-Ruschman, J., & Patange, S. (2012). Global hip-hop identities: Black youth, psychoanalytic action research, and the Moving to the Beat project. Journal of Community & Applied Social Psychology, 22(1), 63–74. https://doi-org.proxy.library.nyu.edu/10.1002/casp.1097 The paper presents a psychoanalytically informed analysis of the concept of hip-hop identity through the lens of four-year social action research and documentary film project, titled Moving to the Beat (M2B). The M2B project sought to document and unpack key psychological and social dynamics behind the struggle for a global identity among Black hip-hop activists in Africa and America.

Harden, T. (2015). The Truth N’ Trauma Project: Addressing Community Violence Through a Youth-Led, Trauma-Informed, and Restorative Framework. Child & Adolescent Social Work Journal, 32(1), 65–79. https://doi-org.proxy.library.nyu.edu/10.1007/s10560-014-0366-0 This paper describes the implementation and evaluation of a youth violence prevention and intervention program on Chicago's south side. Forty-four high school-age youth from violence-exposed urban communities participated in a nine-month, multidisciplinary, after-school program aimed at supporting their development and positively impacting their communities. Restorative practice principles informed the planning, implementation, and evaluation of the program. The youth developed skills in leadership, trauma-informed practice, documentary production, theatre, and participatory action research. This paper discusses the program, an initial evaluation of its impact, and potential practice and research implications.

Schwantes, M., & Rivera, E. (2017). Research Article: “A team working together to make a big, nice, sound”: An action research pilot study in an inclusive college setting. The Arts in Psychotherapy, 55, 1–10. https://doi-org.proxy.library.nyu.edu/10.1016/j.aip.2017.01.011

Walsh, D. (2018). Youth Participatory Action Research as Culturally Sustaining Pedagogy. Theory Into Practice, 57(2), 127–136. Retrieved from http://proxy.library.nyu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1183038&site=eds-live

Wernick, L. J., Woodford, M. R., & Kulick, A. (2014). LGBTQQ Youth Using Participatory Action Research and Theater to Effect Change: Moving Adult Decision-Makers to Create Youth-Centered Change. Journal of Community Practice, 22(1/2), 47–66. https://doi-org.proxy.library.nyu.edu/10.1080/10705422.2014.901996 “Research has documented the importance of empowering lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQQ) youth and creating LGBTQQ-focused institutional changes in schools. However, little is known about youth-centered strategies in creating such institutional changes.”

2) Literature that supports the theoretical framework

a. Emancipatory Theory: Wright, E. O. Envisioning Real Utopias, pp. 131-144 London Verso: 2010 “Emancipatory social science seeks to generate scientific knowledge relevant to the collective project of challenging various forms of human oppression. To call this a form of social science, rather than simply social criticism or social philosophy, recognizes the importance of this task of systematic scientific knowledge about how the world works.”

b. Critical Race Theory: Alfieri, A. V. (1997). Black And White Critical Race Theory: The Cutting Edge. Edited By Richard Delgado. Philadelphia: Temple University Press, 1995. Pp. xvi, 592. $ 59.95 cloth; $ 24.95 paper. Critical Race Theory: The Key Writings that Formed the Movement. Edited By Kimberle Crenshaw, Neil Gotanda, Gary Peller, and Kendall Thomas. New York: The New Press, 1995. Pp. xxxii, 494. $ 60.00 cloth. California Law Review, 85, 1647. Retrieved from http://search.ebscohost.com.proxy.library.nyu.edu/login.aspx?direct=true&db=edslex&AN=edslex3E4B139F&site=eds-live “The ultimate goal of CRT is to illuminate and understand how structures of racism and corresponding white supremacy have come to permeate American life, with a focus on disrupting the mechanisms that maintain these structures.”

c. Postmodernist Theory: Aylesworth, G. (2005). The Stanford Encyclopedia of Philosophy: A Developed Dynamic Reference Work [Abstract]. Postmodernism. “A set of critical, strategic and rhetorical practices employing concepts such as difference, repetition, the trace, the simulacrum, and hyperreality to destabilize other concepts such as presence, identity, historical progress, epistemic certainty, and the univocity of meaning.”