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“In the Shoes That I'm In Now” An Intergenerational Community Archiving Framework Centering Critical Youth Participatory-Action Research
Journal article   Open access   Peer reviewed

“In the Shoes That I'm In Now” An Intergenerational Community Archiving Framework Centering Critical Youth Participatory-Action Research

Isaiah Lawrence Lassiter, Haley Rose Kowal, Ayana Allen-Handy, Jahyonna Brown, Qudia Ervin, Jasmine Atwell, Ishmael Burrell, Karena Alane Escalante, Ronald Ray, Catherine Ann Nettles, …
Michigan journal of community service learning, v 31(1), p48
01 Jan 2025
DOI: https://doi.org/10.3998/mjcsl.5325
url
https://journals.publishing.umich.edu/mjcsl/article/id/5325/#View
Published, Version of Record (VoR)Open Access (License Unspecified),  Open
url
https://doi.org/10.3998/mjcsl.5325View
Published, Version of Record (VoR) Open

Abstract

High schools Social aspects Teenagers Youth
The transformation of Black communities and the erasure of their history has resulted in a gap in intergenerational connections and knowledge among youth (15-24) and older adults (55+). This article describes the multi-faceted process behind an intergenerational critical Youth-centered Participatory Action Research (cYPAR) project. The West Philadelphia High School - Youth Archivists project started in 2019 and has grown to amplify participatory heritage and community archival research alongside West Philadelphia community youth and elders. This research highlights the systemic marginalization of urban communities with highly minoritized populations by shedding light on the impact of gentrification on their educational institutions and the disproportionate effects on the cultural-historical knowledge among Black youth and older adults. By centering the voices of youth, this study not only preserves the local history but also empowers youth and elders of the West Philadelphia High School and community to assert their narratives and advocate for self-determination. Guided by a critical theoretical framework, this project explores identity, gentrification, and community legacy themes. Additionally, it offers a transformative model for a university-school-community partnership that fosters a sustainable participatory heritage program to preserve the legacy of a predominantly Black high school with a long history of over 100 years.  

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