On Educational Advocacy and Cultural Work: Situating Community-Based Youth Work[ers] in Broader Educational Discourse

Abstract

Background/Context The current educational market nestled in neoliberal and market-based reform efforts has shifted the nature of public education. Community-based educational spaces are also shaped within this context. As such, given the political and educational climate youth workers are situated in, their role as advocates, cultural workers, and pedagogues warrants greater exploration within educational scholarship. Although previous scholarship captures the significance of community-based youth workers in the lives of marginalized youth, their voices and experiences are absent from broader educational discourse. Subsequently, community-based youth workers’ relationship with schools, engagement with youth, and their pedagogical practices remain underutilized and undervalued. Purpose The purpose of this article is to highlight the critical space youth workers occupy in the academic, social, and cultural lives of Black youth within community-based educational spaces. This article critically examines the intricate roles that youth workers play in the academic and social lives of youth and proposes deeper inquiry into the practices of youth workers and implications for broader education discourse. Setting The study takes place at Educational Excellence (EE), a community-based educational program operating after school in the Northeastern part of the United States. Research Design This study employed a critical qualitative design with ethnographic methods. Participant observations occurred at program events for youth and their families over 13 months, events during the holidays (2), middle and high school retreats (2), staff retreats (2), parent orientation meetings (4), curriculum planning meetings (13), and staff-development trainings (10). In order to triangulate participant observation data, every youth worker was interviewed individually (n = 20) and observed during (or in) staff meetings, organizational events, and interaction with coworkers and students in the program. A total of three focus groups, lasting between 60 minutes and 90 minutes were held with participants. Findings/Results Findings indicate that a combination of factors contributes to the important role that youth workers play in the lives of students. From their vantage point, youth workers are community members that have extensive knowledge of the current educational landscape and the ways in which it shapes the experiences, opportunities, and outcomes of youth in their program. As former school administrators, teachers, and life-long community-based educators, youth workers’ understanding and analysis of students’ experiences in schools is extremely significant to their understanding of educational problems and the needs of their students. As such, youth workers were able to revive students through culturally responsive and relevant curricula and engagement that gave students an opportunity to think critically about the world around them and to also think more deeply about their social, academic, and political identities. Conclusions/Recommendations Youth workers within community-based educational spaces serve as essential actors in the lives of young people. Recognizing and validating these educators and community-based spaces as distinct, equally important, and complimentary spaces to schools and classroom teachers is an essential step in the process of reimagining the possibilities of youth work in community-based settings and in broader conceptions of educational opportunity. Further research and practice should recognize community-based spaces as vital sites of learning and growth for young people. In addition, education research and policy should acknowledge the distinct value and pedagogical practices of community-based educational spaces from traditional school spaces.

Improving Access to STEM for Girls of Color through Community Programs

“…Importantly, girls of color are frequently engaged with community organizations that promote culturally relevant values, attitudes, and behaviors (Adams, 2010;Baldridge, 2018). In line with recent research, we reasoned that community youth programs can be influential spaces for teaching and learning about STEM (Lane & Id-Deen, 2020).…”

Understanding the Laws of Harvest: Black and Latino Male Collegians Enacting Critical Race Care as Youth Mentors

“…Students' ties to their communities and local communities are also impactful in how they think about themselves, how they engage in the work, and their future aspirations. Even further, given these men's roles as youth mentors, findings from this study contribute to our understandings of community-based youth work, youth activism, and educational advocacy (Baldridge, 2018;Ginwright, 2015;Weiston-Serdan, 2017). For instance, much like the youth workers in Baldridge's (2018) study, the men in our study engaged students through culturally responsive, sustaining, and relevant curricula and provided opportunities for youth to analyze the conditions in which they live.…”

“…Traditional power dynamics within educational settings typically involve punitive school policies and practices, a hierarchal relationship between instructor and student, and curricula that center Whiteness while simultaneously alienating Students of Color (e.g., see Baldridge, 2018; Weiston-Serdan, 2017). Traditional power dynamics may be disrupted by fostering interdependent and reciprocal relationships in which students can share the roles of carer and cared-for.…”

“The hook‐up”: How youth‐serving organizations facilitate network‐based social capital for urban youth of color

“…These and other youth at EOYDC might become disengaged with programming or with the organization, but all is not lost—they can still return to access and leverage the activities, caring relationships, and opportunities that the organization offers. According to Ms. Regina and other staff, these youth are “still family.” In this way, Ms. Regina and the other EOYDC staff continue to act as “essential actors” (Baldridge, ) in the lives of all youth who come in and out of EOYDC, as they understand the complex psycho‐social landscapes that urban youth of color are navigating on a daily basis, and they are able to serve as important adults in youth's lives who are able facilitate network‐based social capital for them amidst their social strife. “EOYDC is always there … they can always come back,” Ms. Regina emphasizes.…”

“…According to Ms. Regina and other staff, these youth are "still family." In this way, Ms. Regina and the other EOYDC staff continue to act as "essential actors" (Baldridge, 2018) in the lives of all youth who come in and out of EOYDC, as they understand the complex psychosocial landscapes that urban youth of color are navigating on a daily basis, and they are able to serve as important adults in youth's lives who are able facilitate network-based social capital for them amidst their social strife.…”