Civic Knowledge, Engagement, and Participation Narratives of Youth of Color in Urban Schools

Autor/inn/en	Gadsden, Vivian L.; Johnson, Wintre Foxworth; Rahman, Samiha
Titel	Civic Knowledge, Engagement, and Participation Narratives of Youth of Color in Urban Schools
Quelle	In: Peabody Journal of Education, 94 (2019) 1, S.78-96 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2019.1553585
Schlagwörter	Youth; Urban Schools; Learner Engagement; Personal Narratives; High School Students; Citizen Participation; Minority Group Students; African American Students; Pennsylvania (Philadelphia) + Suchen Sie Ihr Suchwort? Jugend; Jugendlicher; Jugendalter; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Erlebniserzählung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; African Americans; Afroamerikaner
Abstract	The issues associated with students' civic knowledge, engagement, and participation have been heightened in intellectual debates and public discussions. However, these discussions have not focused heavily on urban youths' civic identities or the locations of these identities within the youths' personal narratives of ethnicity, race, class, and gender. This article presents the narratives of four urban high school youths of color, selected from a larger study about youths' experiences in school and society and the ways in which classroom learning encouraged their inquiry, assessment of their social worlds and personal goals, and emerging personal and civic identities. Our purpose was to gain insights regarding the youths' sociopolitical perspectives on local educational and social issues affecting them and to understand their multiple literacies in the context of their civic engagement, increasing youth advocacy, and larger political tensions. The theoretical framing of this investigation is grounded in democratic education and sociopolitical consciousness and draws upon research that focuses on civic participation and democratic society. Four dominant themes emerged from the analysis: educational inequality, social media, schooling, and race and mass incarceration. This article contributes to an expansive framing for civic education by examining the civic knowledge of urban youths of color and offers implications for research, practice, and policy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01