Abstract
This chapter critically examines the role of community-engaged research (CER) for addressing equity and access for vulnerable communities, with attention to youth engagement in research. CER aims to transform the relationship between research and communities. While traditional research approaches relate to communities as merely the “objects of knowledge” and “sources of data,” CER strives to engage communities as active partners and collaborators in the knowledge production process by emphasizing the values of collaboration, participation, and action – values that are well aligned with that of social work. Emerging literature also suggests that engaging youth in research presents as a significant opportunity for enhancing youth well-being – by providing opportunities for youth to develop technical skills, social networks, leadership, civic engagement, empowerment, youth involvement in research and, specifically, CER can support positive youth development. Drawing from a review of the literature on youth engagement/engaging youth in research as well as our reflections from a 6-year CER project, Assets Coming Together for Youth, this chapter explores the following questions: What is it like for youth with diverse identities to participate in research? What do youth see as positive outcomes of engaging in research? What tensions arise in involving youth in research? What can we learn from youth to inform knowledge production processes that are more equitable and meaningful? We reflect on the challenges and possibilities of youth, university researchers, and community stakeholders learning together through research on how university and community resources can support the development of youth assets.
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Anucha, U., Srikanthan, S., Houwer, R. (2020). Engaging Youth in Research. In: Todd, S., Drolet, J.L. (eds) Community Practice and Social Development in Social Work. Social Work. Springer, Singapore. https://doi.org/10.1007/978-981-13-6969-8_1
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