Knowledges from academic and professional research-based institutions have long been valued over the organic intellectualism of those who are most affected by educational and social inequities. In contrast, participatory action research (PAR) projects are collective investigations that rely on indigenous knowledge, combined with the desire to take individual and/or collective action. PAR with youth (YPAR) engages in rigorous research inquiries and represents a radical effort in education research to value the inquiry-based knowledge production of the youth who directly experience the educational contexts that scholars endeavor to understand. In this chapter, we outline the foundations of YPAR and examine the distinct epistemological, methodological, and pedagogical contributions of an interdisciplinary corpus of YPAR studies and scholarship. We outline the origins and disciplines of YPAR and make a case for its role in education research, discuss its contributions to the field and the tensions and possibilities of YPAR across disciplines, and close by proposing a YPAR critical-epistemological framework that centers youth and their communities, alongside practitioners, scholars, and researchers, as knowledge producers and change agents for social justice.

中文翻译：

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YPAR 和批判性认识论：重新思考教育研究

长期以来，学术和专业研究机构的知识比受教育和社会不平等影响最大的人的有机知识主义更受重视。相比之下，参与式行动研究 (PAR) 项目是依赖本土知识的集体调查，并结合采取个人和/或集体行动的愿望。PAR with Youth (YPAR) 从事严谨的研究调查，代表了教育研究中的一项激进努力，以重视直接体验学者努力理解的教育背景的青年基于探究的知识生产。在本章中，我们概述了 YPAR 的基础，并考察了 YPAR 研究和学术跨学科语料库的独特认识论、方法论和教学贡献。