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Deep-seated educational discourses have blamed low-income communities for their youth's lack of high school completion. These deficit discourses reflect top–down knowledge hierarchies and a lack of knowledge democracy in education (de Sousa Santos 2007; Hall & Tandon 2017; Visvanathan 2009), and they are in need of critical and diverse knowledge reckoning by low-income communities themselves. This article relays how a community-university participatory action research (PAR) partnership became a dynamic site of knowledge democracy from which to counter and transform deficit-based knowledge systems imposed on economically disadvantaged communities. Steeped in the generative enactments of PAR, storytelling, ecological metaphor, strength-based approaches and the arts, this article explores a low-income/social housing community's knowledge practices that are energising and growing its community power to support the success of their youth in school. These seven knowledge practices are narrated through the ecological metaphor of trees, specifically via a co-constructed PAR team narrative called the Tree of Community Knowledge and Engagement.
In the telling and retelling of this counternarrative-in-the-making, this article embodies knowledge democracy. Here, community members' energising knowledge practices are recognised as invaluable forms of everyday educational knowing and leadership for their youth. This article further explores three broad ways of knowing that reside within and across community members' seven knowledge practices: lived knowing, interconnected knowing and participatory/power-in-relation knowing. The three community ways of knowing illustrate how the community is growing its power to support youth's success via a transformative educational worldview, from which other schools and universities could learn and, indeed, thrive.

Deep-seated educational discourses have blamed low-income communities for their youth's lack of high school completion. These deficit discourses reflect top–down knowledge hierarchies and a lack of knowledge democracy in education (de Sousa Santos 2007; Hall & Tandon 2017; Visvanathan 2009), and they are in need of critical and diverse knowledge reckoning by low-income communities themselves. This article relays how a community-university participatory action research (PAR) partnership became a dynamic site of knowledge democracy from which to counter and transform deficit-based knowledge systems imposed on economically disadvantaged communities. Steeped in the generative enactments of PAR, storytelling, ecological metaphor, strength-based approaches and the arts, this article explores a low-income/social housing community's knowledge practices that are energising and growing its community power to support the success of their youth in school. These seven knowledge practices are narrated through the ecological metaphor of trees, specifically via a co-constructed PAR team narrative called the Tree of Community Knowledge and Engagement. In the telling and retelling of this counternarrative-in-the-making, this article embodies knowledge democracy. Here, community members' energising knowledge practices are recognised as invaluable forms of everyday educational knowing and leadership for their youth. This article further explores three broad ways of knowing that reside within and across community members' seven knowledge practices: lived knowing, interconnected knowing and participatory/power-in-relation knowing. The three community ways of knowing illustrate how the community is growing its power to support youth's success via a transformative educational worldview, from which other schools and universities could learn and, indeed, thrive.

Youth live storied lives (made up of intersecting stories of school, home, peers, and other aspects of lived experience). Therefore, the ways in which youth construct and tell their high school stories are vital for understanding their experiences as first authors (primary creators, constructors, and tellers of their own stories) and protagonists (as active agents of these stories). This paper examines the physical and metaphorical movements that a research team experienced when constructing and sharing their high school narratives related to youth engagement in social justice educational change. Team members went from engaging restricted movements (which we, authors, have called collapse, truncation, or formulaic motions) to expanded motions (designated relationality improv, malleable formations, and the languages of the arts). This transformation reflected members becoming first authors of and meaningful protagonists in their high school stories of social justice and democratic educational change. For educators and researchers striving to support youth voice and engagement in educational change, an emphasis on movement (within youths' story construction and telling processes) affords valuable openings to support youth in identifying and claiming their agency, engagement and change-making in high school.Les jeunes vivent des vies bien remplies, composées de récits qui s'entrecroisent et qui touchent l'école, le foyer, les pairs et d'autres aspects de leur vécu. Les façons dont les jeunes construisent et racontent leurs histoires à l'école secondaire sont donc des éléments essentiels pour comprendre leurs expériences de premiers auteurs (créateurs principaux, constructeurs et raconteurs de leurs propres histoires) et de protagonistes (agents actifs de ces récits). Cet article examine les gestes physiques et métaphoriques qu'a connus une équipe de chercheurs lors de la construction et du partage de leurs récits au secondaire portant sur l'engagement des jeunes dans la justice sociale. Les membres de l'équipe ont commencé par des gestes limités (ce que nous, les auteurs, appelons effondrement, troncature ou mouvement mécanique) et ont évolué vers des gestes élargis (que l'on nomme l'improvisation de la relationnalité, les formations malléables et les langues des arts). Cette transformation reflétait l'évolution des membres pour devenir d'abord les auteurs de récits du secondaire sur la justice sociale et le changement éducationnel démocratique, et ensuite les protagonistes de ces histoires. Pour les enseignants et les chercheurs qui appuient la voix et l'engagement des jeunes dans le changement dans l'éducation, le fait de cibler le mouvement au sein de la construction et la narration des récits par les jeunes offre d'importantes possibilités pour appuyer les jeunes tant dans l'identification et la revendication de leur pouvoir et leur implication que dans les changements qu'ils effectuent à l'école secondaire.

Proponents of global market expansion claim that economic growth brings prosperity and creates a more equitable global society, yet these efforts may result in the exacerbation of economic disparities that translates into significant disparities in health. These trends underscore the importance of research examining the social determinants of health in an increasingly unequal world. This article brings together concepts from biocultural anthropology, developmental origins of health and disease, and research examining the long‐term effects of early environments on social capital to formulate the notion of biosocial inheritance. Biosocial inheritance is the process whereby social adversity in one generation is transmitted to the next through reinforcing biological and social mechanisms that impair health, exacerbating social and health disparities. Such a theoretical framework considers contemporary and historic political‐economic forces that shape inequalities in human health, across generations. We examine the biosocial determinants of growth in the Andes as a case study of biosocial inheritance, developing a model that will illuminate the contemporary and historic sources of persistent poverty in low‐income communities around the world. By highlighting the biosocial mechanisms underpinning the intergenerational transmission of poverty, this model allows for the formulation of interventions aimed at breaking the cycle of poverty and a reconsideration of the way we think about poverty and social mobility.

Analyzes structure, strategy, and regulatory regime of the WDA; role in promoting endogenous regional economic development. The WDA as quango and as an example of regional development agencies (RDAs) in less favored areas.