Abstract
ABSTRACTFormative intervention research holds potential as a tool to disrupt systemic racism and advance equity in education. However, one aspect of formative interventions could be an impediment to realizing this potential, specifically the “mirror material”: data collected by outside researchers meant to provide participants a starting point to co-construct an understanding of a problem. Focusing on mirror material, this article draws insights from a youth participatory action research group to question whose knowledge should provide the grounding for formative interventions. Ultimately, we contend that youth of color should be involved in generating mirror material in equity-oriented formative interventions in education.
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