Fostering Sociopolitical Consciousness With Minoritized Youth: Insights From Community-Based Arts Programs

Ngo, Bic; Lewis, Cynthia; Leaf, Betsy Maloney

doi:10.3102/0091732x17690122

Cited by 32 publications

(17 citation statements)

References 56 publications

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“…It is imperative that teacher educators support preservice and in-service teachers to continually develop, refine, and enact an asset-based political clarity about their students and the communities and families they represent. This can be fostered by teachers sharing and critically reflecting on their own and their students’ experiences and their teaching practices in relation to their social and political views and interests (Diemer & Li, 2011; Jackson & Knight-Manuel, 2019; Kirkland, 2014; Ngo et al, 2017; Varghese & Snyder, 2018; Watts & Hipolito-Delgado, 2015).…”

Section: Discussionmentioning

confidence: 99%

“I’m a Teacher, I’m Gonna Always Protect You”: Understanding Black Educators’ Protection of Black Children

Royston

Madkins

Givens³

et al. 2020

American Educational Research Journal

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Many Black educators in the United States demonstrate a political clarity about white supremacy and the racialized harm it cultivates in and out of schools. We highlight the perspectives of some of these educators and ask, (1) How do they articulate the need to protect Black children? and (2) What mechanisms of protection do they enact in their classrooms and schools? Through further elaborating the politicized caring framework, our analyses show how Black educators disrupt the racialized harm produced within schools to instead (re)position Black students as children worthy of protection via caring relationships, alternative discipline policies, and other interpersonal and institutional mechanisms. This study has implications for teaching, teacher education, and how the “work” of teachers is conceptualized and researched.

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Section: Discussionmentioning

confidence: 99%

“I’m a Teacher, I’m Gonna Always Protect You”: Understanding Black Educators’ Protection of Black Children

Royston

Madkins

Givens³

et al. 2020

American Educational Research Journal

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“…As my work and others have shown, CBES offer more than just academic support-they can be critical locations for social, political, and cultural development for young people, particularly Black, Latinx, and other youth experiencing oppression (Ginwright, 2010;Kirshner, 2015;Kwon, 2013;Ngo et al, 2017). In some spaces, youth-worker pedagogies are rooted in humanizing (Paris & Winn, 2013) and culturally relevant practices (Ladson-Billings, 2009) that acknowledge the lived realities of young people and affirm their identities (Ginwright & Cammarota, 2002).…”

Section: Education Research and The Sociopolitical Context Of Communimentioning

confidence: 98%

The Youthwork Paradox: A Case for Studying the Complexity of Community-Based Youth Work in Education Research

Baldridge

2020

Educational Researcher

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Community-based youth work, through which young people are engaged in community-based educational spaces (CBES; e.g., after-school programs, out-of-school time settings, youth organizations, etc.), is celebrated for supporting youth academically, socially, culturally, and politically. However, when these spaces receive attention, their social and political complexity is often overlooked. Studying the complexity of community-based youth work in education requires interrogating the multiple systems of oppression that impact young people’s lives. It also demands examination of the sociopolitical context of youth work, including how race logics and economic pressures inform the construction of CBES and how these forces surface and intersect with market logics and educational policy reform. Building on existing scholarship on community-based youth work and my current research, I present the youthwork paradox, a framework that captures the complexity of the field and its relationship to structural forces and larger systems of oppression. I detail how this paradox does not always lead to dichotomous discourses; rather, CBES can encompass many logics at once. To illuminate the usefulness of this framework for deeper theorizing of community-based youth work, I ground this concept in an empirical case focused on Black youth workers.

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“…3. See Ngo et al (2017) for a review of the dimensions of sociopolitical consciousness or Diemer et al (2017) for research related to a scale for measuring sociopolitical consciousness.…”

Section: Resources For Further Learningmentioning

confidence: 99%

Engaging Equity Pedagogies in Computer Science Learning Environments

Madkins

Howard

Freed

2020

Journal of Computer Science Integration

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In this position paper, we advocate for the use of equity-focused teaching and learning as an essential practice within computer science classrooms. We provide an overview of the theoretical underpinnings of various equity pedagogies (Banks & Banks, 1995), such as culturally relevant pedagogy (Ladson-Billings, 1995, 2006) and share how they have been utilized in CS classrooms. First, we provide a brief history of CS education and issues of equity within public schools in the United States. In sharing our definition of equity, along with our rationale for how and why these strategies can be taken up in computer science (CS) learning environments, we demonstrate how researchers and educators can shift the focus from access and achievement to social justice. After explaining the differences between the relevant theoretical frameworks, we provide practical examples from research of how both practitioners and researchers might use and/or examine equity-focused teaching practices. Resources for further learning are also included.

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Fostering Sociopolitical Consciousness With Minoritized Youth: Insights From Community-Based Arts Programs

Cited by 32 publications

References 56 publications

“I’m a Teacher, I’m Gonna Always Protect You”: Understanding Black Educators’ Protection of Black Children

“I’m a Teacher, I’m Gonna Always Protect You”: Understanding Black Educators’ Protection of Black Children

The Youthwork Paradox: A Case for Studying the Complexity of Community-Based Youth Work in Education Research

Engaging Equity Pedagogies in Computer Science Learning Environments

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