Conducting Youth Participatory Action Research (YPAR) is more than a methodology; it is an epistemology—a way of positioning adolescents as agents for critical civic praxis. Educators attempting to use YPAR in traditional spaces often must navigate tensions between this type of critical pedagogy and systems that limit the definition of citizenship to civic engagement and position adolescents as passive consumers. The author examines how engaging adolescents in an action research project is subsequently reflected in their civic praxis. The author conducted a critical discourse analysis (Fairclough, 2015) to observe patterns of agency, civic praxis, and social discourse among ten high school freshmen from a rural school district in the Midwestern United States. This article describes the second phase of the qualitative study in which the adolescents completed a youth participatory action research project exploring the problem of bullying at their high school.

中文翻译：

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挖掘青少年力量：（重新）定位学生采取公民行动的能力

开展青年参与性行动研究（YPAR）不仅仅是一种方法；它是一种认识论，即将青少年定位为重要公民实践的推动者。试图在传统空间中使用YPAR的教育者通常必须克服这种批判性教学法与将公民身份的定义限制为公民参与并将青少年定位为被动消费者的系统之间的紧张关系。作者研究了青少年在一项行动研究项目中的参与如何在随后的公民实践中得到体现。作者进行了批判性话语分析（Fairclough，2015年），以观察美国中西部农村学区的十名高中新生的代理，公民实践和社会话语模式。