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<p>The increasing popularity of co-authorship with young people marks an important commitment towards acknowledging and harnessing young people’s ontologies and epistemologies within research outputs, including academic publications. Yet, the motivations and outcomes of co-authorship are rarely interrogated, including how ongoing negotiations of power shape the analytical and editorial stages of research. Such negotiations frame young people’s opportunities and contributions to academic writing and other research outputs. Drawing on theories of reflexivity, in this paper, I offer an open and critical account of my own experiences of writing for publication with young people. I examine how, as an adult researcher located in the Global North, different forms of privilege creep into the writing and editorial stages of our collaborations. In doing so, I expose how Western academic conventions and adult power relations shape everyday research practice including the writing process, which can be difficult to overcome. The paper also discusses young people’s own motivations and outcomes of writing for publication and how these can enhance young people’s opportunities, but also further the reproduction of privilege. The paper concludes by suggesting a more cautionary and critical approach to co-authorship – exposing the range of vested interests of all those involved.</p>

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Co-authorship With Young People – Coercion or Collaboration? Examining the (Re)production of Power Through Publication

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  • 发表日期：

    2026年7月10日

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  • Grace Spencer

摘要

The increasing popularity of co-authorship with young people marks an important commitment towards acknowledging and harnessing young people’s ontologies and epistemologies within research outputs, including academic publications. Yet, the motivations and outcomes of co-authorship are rarely interrogated, including how ongoing negotiations of power shape the analytical and editorial stages of research. Such negotiations frame young people’s opportunities and contributions to academic writing and other research outputs. Drawing on theories of reflexivity, in this paper, I offer an open and critical account of my own experiences of writing for publication with young people. I examine how, as an adult researcher located in the Global North, different forms of privilege creep into the writing and editorial stages of our collaborations. In doing so, I expose how Western academic conventions and adult power relations shape everyday research practice including the writing process, which can be difficult to overcome. The paper also discusses young people’s own motivations and outcomes of writing for publication and how these can enhance young people’s opportunities, but also further the reproduction of privilege. The paper concludes by suggesting a more cautionary and critical approach to co-authorship – exposing the range of vested interests of all those involved.