A case for complexity-informed participatory action research with young people

This article addresses the fundamental issue of using qualitative research methods that encourage young people’s participation in settings more commonly promote neoliberalism at expense social justice. Through a case study an English primary school, it demonstrates how complexity-informed participatory action could be advanced to enable rights, by building intergenerational relationships reposition people and adults within systems revealing local global complexities involved conceptualising transformational resistance. The developing method is discussed providing original contribution knowledge practice with people, potential reconcile schooling socially just strategy.