A Critical Geographic Approach to Youth Civic Engagement: Reframing Educational Opportunity Zones and the Use of Public Spaces

Autor/inn/en	Burke, Kevin J.; Greene, Stuart; McKenna, Maria K.
Titel	A Critical Geographic Approach to Youth Civic Engagement: Reframing Educational Opportunity Zones and the Use of Public Spaces
Quelle	In: Urban Education, 51 (2016) 2, S.143-169 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085914543670
Schlagwörter	Geography; Geography Instruction; Urban Environment; Physical Environment; Photography; Social Action; Personal Narratives; Neighborhoods; Resource Allocation; Critical Thinking; Multiple Literacies; Affordances; Civics; Citizen Participation; Student Empowerment; Urban Studies; Inclusion; School Community Programs; Advocacy; Race; Parks; Educational Opportunities; Community Centers; Middle School Students; High School Students; Interviews; Focus Groups + Suchen Sie Ihr Suchwort? Geografie; Geography education; Geography lessons; Geografieunterricht; Stadtökologie; Natürliche Umwelt; Fotografie; Soziales Handeln; Erlebniserzählung; Neighbourhoods; Nachbarschaft; Ressourcenallokation; Kritisches Denken; Staatsbürgerkunde; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Studienberechtigung; Stadterkundung; Inklusion; Sozialanwaltschaft; Rasse; Abstammung; Freizeitpark; Bildungsangebot; Bildungschance; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Interviewing; Interviewtechnik
Abstract	The article draws on work in Critical Geography Studies and Photovoice methodology, to illustrate the ways in which youth in an inner city conceptualize neighborhoods and public spaces. We utilize youth's photographs, narratives, and maps to tell a story of youth's lived experiences and argue that these experiences are vital sources of knowledge about how an unequal distribution of resources affects them. It is important, we argue, to not only hear student voices but also prepare them to become critical, independent thinkers, who can use multiple literacies as affordances for creating changes that help nourish them. This means fundamentally rethinking how as educators we listen to and walk with youth as they reframe the ways in which we might use public parks, neighborhood schools, community centers, and sidewalks as pedagogical and political spaces. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01