Participatory Methodology in Democratic Civic Education Studies: Enhancing Citizenship Through Student Research Involvement

This paper examines participatory research (PR) as a means of fostering democratic citizenship by involving students as co-researchers in democratic civic education studies. Grounded in participatory action research principles (Mirra et al., 2015), PR engages students in generating and analyzing data on civic and social issues. Drawing on a qualitative study with 26 marginalized high school students in Israel, we demonstrate how PR can democratize knowledge creation and foster transformative learning experiences. As such, we position PR not only as a research methodology but also as an educational tool, reinforcing researchers' roles in public scholarship. Objectives and Theoretical Framework Amid the erosion of democratic values worldwide (White et al., 2023), understanding the processes of civic education has become increasingly important. Scholars have called for a shift from macro-level policy discussions toward a deeper focus on youth perspectives (Barr et al., 2015). Responding to this call, our research examines the potential of PR methodology within civic education. While traditional research methods often reduce participants to data sources, PR emphasizes collaboration and elevates youth voices as co-researchers (van der Riet & Boettiger, 2009). PR democratizes knowledge production by engaging participants in meaningful roles challenging conventional hierarchies. However, missing from the discourse is the question of how PR enhances students’ understanding of citizenship and civic education processes. Methodology As part of a broader multi-case ethnographic study on marginalized students’ perceptions of citizenship inside and outside Israeli classrooms, we employed participatory techniques— photovoice, focus groups, and data analysis workshops—to engage students in documenting and exploring civic identity and engagement (Greene & Hill, 2005). By integrating and analyzing students’ experiences, we examined if and how their participation in the study fostered a deeper understanding of citizenship (Caraballo, 2017). Findings As a result, we identified three main themes: First, PR fostered civic engagement by involving students in addressing social and political issues that mattered to them. Students shared a sense of civic responsibility and motivation to engage in advocacy and community action. Second, PR promoted reflective practices by encouraging participants to critically examine their social contexts and political experiences. This enabled students to understand systemic power dynamics. Last, PR enhanced students' sense of agency by positioning them as co-researchers rather than subjects, empowering them to see themselves as capable change agents. These themes point to how PR can extend beyond the research context, fostering confidence in participants’ ability to influence their communities. Contribution We contend that PR makes a valuable contribution to the process of democratic citizenship education by empowering youth to actively engage with civic issues as part of the research process. This approach uncovers insights that traditional research methods may overlook, including students’ civic competencies, sense of agency, and the promotion of a more inclusive model of knowledge production. Our findings underscore PR’s capacity to cultivate reflective, civically engaged youth equipped to contribute meaningfully to a democratic society. As a model, PR can inform future innovations in democratic civic education and provide educators and researchers with strategies to strengthen democratic engagement.