ABSTRACT
This chapter analyzes the components of curriculum design and pedagogy that built student researchers academic skills through their participation in roles that entailed collective decision-making, relational leadership, peer mentorship, group accountability, ownership and agency. It explores a form of learning, situated learning, that emerged and operated in the participatory action research project with youth. All of the young people involved in the project reported that engagement levels were significantly higher when they reached a meaningful goal with adult support as part of a larger project that had real consequences in their environment. In reaching a consequential goal through structured, interactive activities with adult support, this increased level of engagement enhanced understanding. Youth development program found that students reported low levels of attention, concentration and investment during traditional schoolwork and homework, yet the same students reported high engagement while participating in quality youth programs.
