Urban Youth Scholars: Cultivating Critical Global Leadership Development through Youth-Led Justice-Oriented Research

Allen-Handy, Ayana; Thomas-EL, Shawnna L.; Sung, Kenzo

doi:10.1007/s11256-020-00568-w

Cited by 10 publications

(3 citation statements)

References 85 publications

(87 reference statements)

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“…We draw on SJYDT (Allen-Handy et al, 2020; Cammarota, 2011; Coleman, 2021; Ginwright et al, 2005; Ginwright et al, 2006) to frame our study. SJYDT offers several advantages pertinent to our work, most significantly its attention to the positive consequences of educators and students working together to critically research policies like those that uphold the STPP.…”

Section: Reviewing Researchmentioning

confidence: 99%

Back in on the Outside: Racialized Exclusion at Chicago's School/Prison Nexus and the Promise of Student Voice

et al. 2022

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Most students released from detention never return to school. This study uses youth participatory action research and Social Justice Youth Development Theory to explore the experiences of those who do. Findings demonstrate that formerly incarcerated students want to return to school but face institutionalized resistance that amounts to racialized exclusion, violence, and state-sanctioned neglect at Chicago's school/prison nexus. We offer recommendations on how to “reverse” the school-to-prison pipeline by shifting educational and youth policies from surveillance and control to care, harm reduction, and greater youth and community oversight; shifts already arising out of student and educator activism, including through YPAR.

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Section: Reviewing Researchmentioning

confidence: 99%

Back in on the Outside: Racialized Exclusion at Chicago's School/Prison Nexus and the Promise of Student Voice

et al. 2022

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“…CBOs can offer youth with opportunities to develop c ritical civic praxis by encouraging reflection, dialog, and action. Research demonstrates how non-traditional learning spaces offer an ideal space to integrate critical civic praxis among minoritized youth, including through art (Rhoades, 2012) and social action (Allen-Handy et al, 2021). Similarly, this study aims to examine how a CBO creates space beyond school to foster youth’s critical consciousness, while also supporting youth postsecondary aspirations.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

A Critical Civic Praxis Approach to Empowering Urban Youth Leaders in a Community-Based Organization

Domínguez

Overholser

Sampson

2022

Education and Urban Society

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Although research illustrates that community-based organizations (CBOs) offer critical support to the education of historically marginalized youth, less is known about CBOs’ role in developing youth’s critical civic praxis toward social justice. In this case study, we analyzed semi-structured interviews with youth who participated in a college preparation and social justice-focused CBO during high school in an urban community where many of them experienced profound disparities. The purpose of this study was to explore the role that CBOs play in shaping youth’s critical civic praxis during and post high school. The study findings suggest that CBOs can significantly influence youth’s commitment to social justice far beyond K-12 schooling, instilling community values such as reciprocity that reposition the pursuit of higher education as a form of social justice. We offer implications for CBOs who serve historically marginalized youth, whose commitment to improving educational opportunities include social justice for youth and their surrounding communities.

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“…In addition, students who engage in social action projects grow a capacity to intellectually navigate complex concepts (i.e., race, class, gender, privilege, learning socioeconomics, etc.) and practice the necessary skills (knowledge creation, group work, intercultural communication, social empathy, and emotional regulation) to promote social change (Allen-Handy et al, 2020;Hatchimonji et al, 2017;Linsky et al, 2018;London, 2007).…”

Section: Social Action Projectsmentioning

confidence: 99%

Chapter 10: Teaching to Empower: Social Justice Action Projects as Imperatives for Educational Justice

Hancock

Allen-Handy

Williams

et al. 2021

Teachers College Record: The Voice of Scholarship in Education

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Background/Context Teaching to empower requires a critical focus on the unique challenges and opportunities of teaching in socially unjust educational environments. Effective teaching happens in an environment that engages students and teachers in critical investigation of content, knowledge, and activities. Critical learning environments simultaneously nurture the development of multiple perspectives and challenge the status quo. Establishing a critical learning environment is imperative in an educational system that is plagued with academic and social injustices. Therefore, teaching to empower necessitates that teachers, with the help of students, dismantle injustices through culturally responsive teaching, the development of agency and activism, the growth of multiple perspectives, and the capacity to challenge the status quo. Purpose/Objective/Research Question/Focus of Study The purpose of this chapter, a conceptual paper, is to lay the foundation for a framework of social justice action projects, which we differentiate from social action projects on the basis that social justice action projects are enveloped in critical race theory. Three educator vignettes are shared to illustrate how this framework functions in practice. We provide an example of a classroom teacher, a teacher educator, and a research perspective. Research Design This chapter, a conceptual paper, examines four components that we believe are essential for transforming social action projects into social justice action projects. Through personal narratives, we illuminate the challenges and successes of social justice action projects as they relate to learning, students, educators, and the community. Four of the authors, who are also researchers and educators, share autoethnographic experiences of their participation in social justice action projects in education. Data Collection and Analysis This chapter is a conceptual paper that seeks to illustrate the conceptual framework presented in the introduction of the chapter with three practical examples told from the point of view of the author teachers. Findings/Results When critical race theory acts as a framework for social action projects, these become social justice action projects, which, when properly applied, avoid many of the pitfalls that are common when social action projects do not serve the priorities of their community partners. For students, critical race-based pedagogies can serve to develop critical consciousness. Meanwhile, critical methods provide means by which students and community partners develop agency and activism. Conclusions/Recommendations Teaching through social justice action projects engages both students and teachers in critical dialogues that support empowered, action-oriented learning. While many effective teaching methods and strategies exist, the use of social justice action projects provides knowledge production, dialogue, and thinking beyond the whitewashed curriculum to create a world in which students, teachers, and community partners are empowered to make positive differences.

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Urban Youth Scholars: Cultivating Critical Global Leadership Development through Youth-Led Justice-Oriented Research

Cited by 10 publications

References 85 publications

Back in on the Outside: Racialized Exclusion at Chicago's School/Prison Nexus and the Promise of Student Voice

Back in on the Outside: Racialized Exclusion at Chicago's School/Prison Nexus and the Promise of Student Voice

A Critical Civic Praxis Approach to Empowering Urban Youth Leaders in a Community-Based Organization

Chapter 10: Teaching to Empower: Social Justice Action Projects as Imperatives for Educational Justice

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