Abstract
This chapter describes a pause between two research projects. In 2013 as a master’s student, I undertook a six-week digital storytelling project designed to promote empathy in a large urban Canadian high school. My facilitation process for the story-sharing network applied youth participatory action research (YPAR) approaches and resulted in a collection of 200 student stories shared via over 7000 text messages, multiple professional reports for school use, and my master’s thesis. Now, a decade later, I am poised to facilitate further work with youth in a different part of Canada. In this chapter, I am taking a reflexive approach to think through how I facilitated a digital storytelling project then and what my intervening experience might offer in thinking through facilitation in doctoral work now.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Akesson, B. 2014. Using mapmaking to research the geographies of young children affected by political violence. In Researching the lifecourse. Critical reflections from the social sciences, 123–141.
Akom, A.A., J. Cammarota, and S. Ginwright. 2008. Youthtopias: Towards a new paradigm of critical youth studies. Youth Media Reporter 2 (4): 1–30.
Bastien, Sheri, and Halla B. Holmarsdottir, eds. Youth ‘at the margins’: Critical perspectives and experiences of engaging youth in research worldwide. Springer, 2015.
Burawoy, M. 2003. Revisits: An outline of a theory of reflexive ethnography. American Sociological Review 68 (5): 645–679. https://doi.org/10.2307/1519757.
Burkholder, C., K. Hamill, and A. Thorpe. 2021. Zine production with queer youth and pre-service teachers in New Brunswick, Canada: Exploring connections, divergences, and visual practices. Canadian Journal of Education/Revue canadienne de l'éducation 44 (1): 89–115.
Cunningham, N., and T. Carmichael. 2018. Finding my intuitive researcher’s voice through reflexivity: An autoethnographic study. Electronic Journal of Business Research Methods 16 (2): 56–66.
Desai, M. 2018. Reading, naming, and changing the world: Youth participatory action research in a Hawai'i school. PhD diss., University of Hawai'i at Manoa.
Erevelles, N. 2018. Toward justice as ontology: Disability and the question of (in) difference. In Toward what justice? 67–83. Routledge.
Fine, M., M.E. Torre, D. Frost, A. Cabana, and S. Avory. 2018. Refusing to check the box. In The methodological dilemma revisited: Creative, critical and collaborative approaches to qualitative research for a new era, 11–31.
Ginwright, S., and J. Cammarota. 2007. Youth activism in the urban community: Learning critical civic praxis within community organizations. International Journal of Qualitative Studies in Education 20 (6): 693–710.
Gubrium, A., and K. Harper. 2016. Participatory visual and digital methods. Routledge.
Gubrium, A.C., K. Harper, and M. Otañez. 2015. Participatory visual and digital research in action (2015). Routledge.
Guillemin, M., and L. Gillam. 2004. Ethics, reflexivity, and “ethically important moments” in research. Qualitative Inquiry 10 (2): 261–280.
Kaufmann, L. 2021. Integration in Canada: A systematic review of the youth experience. International Journal of Intercultural Relations 84: 52–64.
Kleinsasser, A.M. 2000. Researchers, reflexivity, and good data: Writing to unlearn. Theory Into Practice 39 (3): 155–162.
Lac, V.T., and M. Fine. 2018. The good, the bad, and the ugly: An autoethnographic journey on doing participatory action research as a graduate student. Urban Education 53 (4): 562–583.
Ladson-Billings, Gloria. 1995. Toward a theory of culturally relevant pedagogy. American educational research journal 32 (3): 465-491.
Lohmeyer, Ben Arnold. 2017. “Restorative Practices and Youth Work: Theorizing Professional Power Relationships with Young People.” Young 25 (4): 375–90.
Nguyen, X.T. 2020. Whose research is it? Reflection on participatory research with women and girls with disabilities in the Global South. Jeunesse: Young People, Texts, Cultures 12 (2): 129–153.
Potts, K., and L. Brown. 2015. Chapter 10: Becoming an anti-oppressive researcher. In Research as resistance: Critical, indigenous, and anti-oppressive approaches.
Tuck, E., and K. Wayne Yang. 2011. Youth resistance revisited: New theories of youth negotiations of educational injustices. International Journal of Qualitative Studies in Education 24 (5): 521–530.
———. 2014. “R-words: Refusing research.” In Humanizing Research: Decolonizing Qualitative Inquiry with Youth and Communities, ed. Django (pp. 223–248). Paris, Maisha T. Winn.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2023 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Brooke, A. (2023). When I Facilitate, What Do I Make? Revisiting Research Facilitation as Intervention, Opportunity, and Solidarity-Building. In: Burkholder, C., Schwab-Cartas, J., Aladejebi, F. (eds) Facilitating Visual Socialities. Social Visualities. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-25259-4_12
Download citation
DOI: https://doi.org/10.1007/978-3-031-25259-4_12
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-031-25258-7
Online ISBN: 978-3-031-25259-4
eBook Packages: Social SciencesSocial Sciences (R0)