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It argues that young people are experts in their lived experiences, especially those facing historic inequities, and explains how YPAR enables youth and caring adults to research unjust social and systemic barriers affecting schooling. The guide describes YPAR’s potential to reconnect academics to real-world conditions, while redefining teachers’ roles toward power awareness and curiosity, and outlining the core methodology for generating insider knowledge.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/equity-by-design-ypar-for-the-classroom-a-guide-for-the-critical-and-curious-educator/585739/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/equity-by-design-ypar-for-the-classroom-a-guide-for-the-critical-and-curious-educator/585739.png","ImageObject",300,407,{"name":92,"@type":93},"Riley West","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does YPAR mean in the classroom context?","Question",{"text":112,"@type":113},"YPAR is Youth Participatory Action Research: a research methodology where young people, supported by adults, identify social or educational issues that affect them and collaborate on generating new knowledge.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why is YPAR considered transformative for historically resilient youth?",{"text":117,"@type":113},"YPAR helps youth connect learning to systemic barriers impacting their lives. It allows young people to re-envision academic skills as tools for shaping their experiences and addressing limiting conditions.",{"name":119,"@type":110,"acceptedAnswer":120},"What role should educators take when using YPAR?",{"text":121,"@type":113},"Educators should be critical and curious—attuned to power and systemic inequities, and willing to work through discomfort or ambiguity to explore new teaching practices and relationships with young people.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},585739,1792161394,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1099523885074,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","[Image description: Group of high school students of varying racial/ethnic identities and  \ngender expressions, standing around a table with a corkboard on it, creating a plan.]  \nEquity by Design:  \nYPAR for the Classroom:  \nA Guide for the Critical and Curious Educator  \nTaucia González  \nJoan Hong  \nYPAR for the Classroom:  \nA Guide for the Critical and Curious Educator  \nYouth and children, who we will refer to as young people, are experts in what it means to be a young person. This sounds evident, but all too often young people are left out of crucial decision-making that impacts their everyday experiences in and out of school (Bertrand, 2018) . Such omissions are compounded for historically resilient 1 young people, who seldom have decision-making power over their educational experiences. Historically resilient young people encounter social issues every day that they recognize as unjust or limiting, yet as adults, we all too often miss out on learning through young peoples’ expertise.  \nThere are many ways to support young people as experts in their own experiences. In this brief, we present Youth Participatory Action Research , or YPAR, as a transformative exploratory tool for critical and curious educators. YPAR has been defined as a collaborative method of youth, with the support of caring adults, participating in research to explore social issues that impact them, with the end goal of taking action to improve the social condition (Cammarota & Fine, 2008; Lozenski et al. , 2013; Rodríguez & Brown, 2009) .  \nThe Transformative Potential  \nof YPAR  \nIt would be easy to tout the pedagogical benefits of YPAR since it opens up opportunities for youth to engage in qualitative, quantitative, and mixed methods research. These research skills involve math, reading, writing, and problemsolving which are highly valued in schools. But, we would like to pull back on that excitement and shift our attention to the truly transformative possibilities of YPAR. Historically resilient young people face systemic and social barriers that can make the school curriculum feel unimportant or disconnected from their realities (LadsonBillings, 1995; Lee, 2001; Moje & Hinchman, 2004) . YPAR opens up possibilities for young people to connect learning to the systemic barriers that impact their lives (Cammarota & Romero, 2009; Caraballo & Lyiscott, 2020; Torre, 2008) . Learning takes on a very new shape, so that young people can re-envision academic skills as tools, or means, to shape their lives.  \nTapping into this transformative power takes some reconceptualizing of teachers’roles, which is why we developed this brief for the “critical and curious” educator. We use the term critical meaning that this is for educators that are attuned to issues of power and is rooted in critical theories of  \n1 Historically resilient youth refer to youth that endure despite facing historic inequities such as systemic racism and ableism.  \n- 1-  \nlearning (Esmonde, 2016) . So, if a teacher is critical we are referring to them recognizing (or are in the process of understanding) how systemic inequities shape different experiences and outcomes for different people. They might understand that most spaces (e.g. , schools and classrooms) and relationships (e.g. , students-teachers, teachers-administrators, or different young people in the classroom based on various reasons) have power dynamics at play. We also see curious as a powerful trait for educators exploring YPAR, because these are the types of teachers that might be willing to step into discomfort and/or ambiguity to explore new teaching practicesand new relationships with young people. These are the educators that might ask questions such as what will happen if I approach this as a collaboration rather than me teaching them? or what if I prioritize a learning space where young people can investigate something impacting their lives or educational experience?  \nWhat is YPAR?  \nYPAR may sound like a pedagogy, and ","cbCaiqsscHJbHBlJ","https://ap.wps.com/l/cbCaiqsscHJbHBlJ","pdf",2234933,17,"English","# Equity by Design\n## YPAR for the Classroom\n## The Transformative Potential of YPAR\n## What is YPAR?\n## YPAR as a Method","[{\"question\":\"What does YPAR mean in the classroom context?\",\"answer\":\"YPAR is Youth Participatory Action Research: a research methodology where young people, supported by adults, identify social or educational issues that affect them and collaborate on generating new knowledge.\"},{\"question\":\"Why is YPAR considered transformative for historically resilient youth?\",\"answer\":\"YPAR helps youth connect learning to systemic barriers impacting their lives. It allows young people to re-envision academic skills as tools for shaping their experiences and addressing limiting conditions.\"},{\"question\":\"What role should educators take when using YPAR?\",\"answer\":\"Educators should be critical and curious—attuned to power and systemic inequities, and willing to work through discomfort or ambiguity to explore new teaching practices and relationships with young people.\"}]","Equity by Design - YPAR for the Classroom - A Guide for the Critical and Curious Educator | PDF",1792055703,43]