Please use this identifier to cite or link to this item:
Title: A participatory action research study of junior youth-led community action in Durban, South Africa
Authors: Varjavandi, Roya 
Issue Date: 2017
Informed by Bronfenbrenner’s theory of social ecosystems and embedded in the Freirean pedagogy of participatory and critical praxis, this youth-led participatory action research (YPAR) study aims to highlight the power and potential of young people as peacebuilders. Bringing attention to the powerful capacity young people have in transforming society, the entire process was guided by the following meta-question: “how can YPAR assist young people to become active agents in the construction of peace?”

Approximately 20 young people aged between 13 and 17 from a low-income high-density neighbourhood in central Durban became co-researcher volunteers in the program. Their participation in a six phases process involved exploration and identification of the social needs of the community, followed by planning, implementing and evaluating a peacebuilding intervention. The data itself is comprised of the activities that constituted the YPAR program, including drama skits, mapping and photo story posters. The data was collected using research diaries, video and audio recording and photography.

Through the involvement of participants in research and action as “peace leaders,” the findings highlight the potential of YPAR in the peacebuilding field.
Submitted in fulfillment of the requirements for the degree of Degree of Masters of Management Sciences Specialising in Public Management, Durban University of Technology, Durban, South Africa, 2017.
Appears in Collections:Theses and dissertations (Management Sciences)

Files in This Item:
File Description SizeFormat
VARJAVANDI_R_2017.pdf9.43 MBAdobe PDFThumbnail
Show full item record

Page view(s)

checked on Jul 20, 2024

Download(s) 50

checked on Jul 20, 2024

Google ScholarTM




Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.