Shared power and democratic decision making are core epistemological commitments of participatory action research. Scholars who engage in participatory action research with youth seek to share ownership and disrupt adult/child or knower/learner binaries traditional in the Global North, in which adults are the active agents who own and transfer knowledge to children, who remain in a passive role. Yet, we have noticed during several of our projects with youth that, despite our best efforts, these knower/learner binaries can be reproduced with younger coresearchers as we exhibit care in the form of protection and provision of security. In this article, we examine three scenes from our recent youth participatory action research projects using reconstructive horizon analysis to surface and explore backgrounded validity claims that highlight the tensions between our efforts to democratize the research process and our commitment to an ethic of care for those with whom we engage in participatory knowledge production. We suggest that explicit attention to these tensions as part of the inquiry process is important for making participatory research with youth a more equitable endeavor and to build the validity of such work.

中文翻译：

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在参与式研究中与权力结构的无意复制作斗争/反对：使用重构视野分析

共享权力和民主决策是参与式行动研究的核心认识论承诺。与青年人一起进行参与式行动研究的学者寻求共享所有权，并破坏全球北部传统的成人/儿童或知识/学习者的二进制文件，其中成年人是拥有知识并将知识转移给儿童的积极主体，而儿童仍然处于被动地位。但是，我们在与青年的几个项目中注意到，尽管我们尽了最大的努力，但是当我们以保护和提供安全的形式表现出谨慎时，这些知识/学习者的二进制文件仍可以与年轻的核心搜索者一起复制。在这篇文章中，我们从最近的青年参与式行动研究项目中使用重建性视野分析法研究了三个场景，并探讨了背景效度主张，这些主张突显了我们在使研究过程民主化的努力与我们对与之打交道的人的遵守伦理方面的承诺之间的紧张关系参与式知识生产。我们建议，作为探究过程的一部分，对这些紧张关系的明确关注对于使与青年人的参与性研究成为更加公平的努力并建立这种工作的有效性至关重要。