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Full-Text Articles in Education
Heavy On The Solidarity, Light On The Adultism: Adult Supports For Youth Activism, Stephanie C. Serriere, Tennisha Riley
Heavy On The Solidarity, Light On The Adultism: Adult Supports For Youth Activism, Stephanie C. Serriere, Tennisha Riley
Democracy and Education
This data-based theoretical paper explores the contrasting tensions of adults being in “solidarity” with youths while not reproducing systems of oppression through adultism. Written by adults who have been engaged side-by-side with youth activism, the purpose of this article is to better understand what adult solidarity and support look like according to youth activists themselves as we grapple with the unintentional mechanisms of reinforcing oppressive power dynamics between young people and adults in activist communities. Extending on the Gaztambide-Fernández’s (2012) notion of relational solidarity, the findings offer four types of actions (modeling, connecting, supporting, and protecting) adults can do …
Negating Amy Gutmann: Deliberative Democracy, Business Influence, And Segmentation Strategies In Education, Brian Ford
Negating Amy Gutmann: Deliberative Democracy, Business Influence, And Segmentation Strategies In Education, Brian Ford
Democracy and Education
The task of creating a public will is daunting in any political system, but a democracy dedicated to the principles of participation and public deliberation faces specific challenges, including overcoming organized opposition that may not accept democratic tenets. In the sphere of education (and social reproduction more generally), business-influenced movements to reform public education question many of the established goals and norms of democratic education and thus may be the vanguard of such opposition. In order to interpret and explore these movements, this article enlists Amy Gutmann's work as a heuristic device. In so doing, it looks at the task …
Race, Residential Segregation, And The Death Of Democracy: Education And Myth Of Postracialism, Lori Latrice Martin, Kenneth J. Varner
Race, Residential Segregation, And The Death Of Democracy: Education And Myth Of Postracialism, Lori Latrice Martin, Kenneth J. Varner
Democracy and Education
Since the 1930s, federal housing policies and individual practices increased the spatial separation of whites and blacks. Practices such as redlining, restrictive covenants, and discrimination in the rental and sale of housing not only led to residential segregation by race but also continue to shape Whiteness and frame narratives about what constitutes Blackness. Despite the judicial and legislative victories of the civil rights movement, including the Brown v. Board of Education of Topeka, Kansas decision, the Civil Rights Act of 1964, the Voting Rights Act of 1965, and the Fair Housing Act of 1968, residential segregation persists and in …
Is Group Therapy Democratic? Enduring Consequences Of Outward Bound’S Alignment With The Human Potential Movement. A Response To “How To Be Nice And Get What You Want: Structural Referents Of 'Self’ And ‘Other’ In Experiential Education As (Un)Democratic Practice.", Jayson Seaman
Democracy and Education
Franklin Vernon provided an example of how programs viewing themselves as “cultural islands” are in fact embedded within historical capitalist relations, through the discourses of self that they promote. In this response, I expand on Vernon’s argument to situate the quasi-therapeutic practices he identified in the history of the human potential movement, which effectively merged with Outward Bound starting in the 1960s and continues to define outdoor experiential education. Where Vernon sought the structural referents to different models of self, this response seeks their historical origins. The response concludes by linking Vernon’s argument with existing critiques and parallel efforts in …
The Missing Elements Of Change. A Response To "Youth Change Agents: Comparing The Sociopolitical Identities Of Youth Organizers And Youth Commissioners", Matthew L. Goldwasser
The Missing Elements Of Change. A Response To "Youth Change Agents: Comparing The Sociopolitical Identities Of Youth Organizers And Youth Commissioners", Matthew L. Goldwasser
Democracy and Education
By establishing a set of theoretical frameworks to view and compare the work of youth organizers and youth commissioners, and through personal interviews, the authors of the paper “Youth Change Agents: Comparing the Sociopolitical Identities of Youth Organizers and Youth Commissioners” presented their explanation of the development of the sociopolitical identities and civic commitments of each group. This response paper asks questions about the authors’ limited use of context and complexity to explain how their youth arrived at their opinions, perspectives, and ultimately their sociopolitical identities. Their work also raises questions of how and why civic engagement and social activism …
Mapping Cultural Boundaries In Schools And Communities: Redefining Spaces Through Organizing, Gerald K. Wood, Christine K. Lemley
Mapping Cultural Boundaries In Schools And Communities: Redefining Spaces Through Organizing, Gerald K. Wood, Christine K. Lemley
Democracy and Education
For this study, the authors look specifically at cultural maps that the youth created in Student Involvement Day (SID), a program committed to youth empowerment. In these maps, youth identified spaces in their schools and communities that are open and inclusive of their cultures or spaces where their cultures are excluded. Drawing on critical geographies of/in education and Freirian notions of praxis, this paper considers the nature of school spaces through school curriculum and offers ways to render these contested spaces more democratic. Using these cultural maps, students work to individually identify spaces that allow them to engage meaningfully and …
“With Great Power Comes Great Responsibility”: Privileged Students’ Conceptions Of Justice-Oriented Citizenship, Katy Swalwell
“With Great Power Comes Great Responsibility”: Privileged Students’ Conceptions Of Justice-Oriented Citizenship, Katy Swalwell
Democracy and Education
How do students from privileged communities respond to educational efforts encouraging them to become justice-oriented citizens? Observational and interview data collected during a semester-long case study of eleven high school students in a social studies class at an elite private school reveal four markedly different interpretations of their teacher's call to be justice-oriented citizens. Under Westheimer and Kahne’s (2004) conceptions of citizenship as an analytical frame, only one of these interpretations aligns with the tenets of justice-oriented citizenship and the desired outcomes of social justice pedagogy. Given that all eleven students considered themselves to be justice oriented, these findings reveal …
Pushing The Boundaries: What Youth Organizers At Boston's Hyde Square Task Force Have To Teach Us About Civic Engagement, Meredith L. Mira
Pushing The Boundaries: What Youth Organizers At Boston's Hyde Square Task Force Have To Teach Us About Civic Engagement, Meredith L. Mira
Democracy and Education
Across the United States, researchers and youth workers alike have identified an increasing number of civically engaged youth who are organizing to improve their communities and schools. By taking an action-oriented approach, these youth are speaking back to the notion that they are uninvolved in society. This interview-based study explores the meaning-making experiences of youth organizers at Boston’s Hyde Square Task Force (HSTF) to better understand how they engage. Findings suggest that HSTF is engaging two broad groups of youth by focusing on both their personal development and their sense of community awareness. The study introduces an organizing model of …
A Book Review Of Teaching About Hegemony: Race, Class, And Democracy In The 21st Century, Jennifer A. Tupper Dr.
A Book Review Of Teaching About Hegemony: Race, Class, And Democracy In The 21st Century, Jennifer A. Tupper Dr.
Democracy and Education
A review of the book Teaching About Hegemony: Race, Class and Democracy in the 21st Century, by Paul Orlowski (Springer, 2011).