‘And school won’t teach me that!’ Urban youth activism programs as transformative sites for critical adolescent learning

Carey, Roderick L.; Akiva, Thomas; Abdellatif, Haya; Daughtry, Kendell A.

doi:10.1080/13676261.2020.1784400

Cited by 39 publications

(29 citation statements)

References 60 publications

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“…Some authors have shown that when students engage in problem solving discussions with peers, their knowledge, understanding and critical thinking increase (Clarke et al 2016). The problems proposed by the youths showed a wide range of knowledge, interests, experiences and needs, which are means to dialogue about the relationship between science, technology and the subjective world of people (Carey, R., et al, 2020). In this sense, learning is conceived in the light of the change of the subjects, not of what they acquired; therefore, it questions the agency and identity which become the key issues to understand learning (Waite & Pratt 2015).…”

Section: Resultsmentioning

confidence: 99%

“…Learning science, as Aikenhead (1996) pointed out, could be considered as a crossing of 'cultural borders', since it implies knowing and getting involved with the concepts, symbols and conventions of a community. When students learn about science, they need not only to understand concepts but also to connect them with their beliefs, needs, experiences and everyday life (Carey et al 2020;Wenger 1998). Therefore, educational environments are challenged to build bridges to encourage young people to find heterogeneous ways of entry into science practices as a mean to disciplinary learning (Vossoughi & Shea 2019).…”

Section: Socio-cultural Context and Science Educationmentioning

confidence: 99%

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Making Meaning of Science: An Experience of a Science Museum in Fostering Dialogue Between Young People and Science

Peñaloza

Quijano²,

Falla³

et al. 2020

Hu Arenas

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Science and technology museums have been adopting a science communication perspective that goes beyond the simple presentation of information. Through engagement, museums also facilitate the creation and exchange of political and cultural meanings, ideally among diverse social groups. The current study explores students' views about the relationship between science and technology and everyday life. The research was carried out as part of the assessment of an after-school program led by a science museum and oriented by the situated learning theory. Over 1900 urban public-school students in 5th to 9th grades completed questionnaires and were observed in the activities. Analyses revealed that the students identified different practices associated with scientific work, which allowed them to explore how science works and how it could be related with their everyday life. Further, results suggested that non-formal educational environments could foster interest in science and technology by involving socio-cultural context.

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Section: Resultsmentioning

confidence: 99%

Section: Socio-cultural Context and Science Educationmentioning

confidence: 99%

Making Meaning of Science: An Experience of a Science Museum in Fostering Dialogue Between Young People and Science

Peñaloza

Quijano²,

Falla³

et al. 2020

Hu Arenas

View full text Add to dashboard Cite

show abstract

“…Despite specific vulnerabilities, adolescents can have adaptive responses to racism. For example, youth activism can provide important learning opportunities including helping youth develop “critical consciousness” of their cultural or racial group (Akiva et al., 2017; Carey et al., 2020). Participation in culture‐based activism also generates sources of well‐being including connection to ancestral land, the natural environment, and community (Freeman, 2019).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Racism and Indigenous Adolescent Development: A Scoping Review

Uink

Bennett

Bullen

et al. 2022

J of Research on Adolesc

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Previous studies on the impacts of racism on adolescent development have largely overlooked Indigenous youth. We conducted a scoping review of the empirical literature on racism against Indigenous adolescents to determine the nature and scope of this research and to establish associations with developmental outcomes. Our literature search resulted in 32 studies with samples from the United States, Canada, Australia and New Zealand. Studies were limited to self‐reported experiences of racism and thus primarily focused on perceived discrimination. Quantitative studies found small to moderate effects of perceived discrimination on adolescent psychopathology and academic outcomes. Qualitative studies provided insight into structural forms of racism. We offer recommendations for future investigations into the impacts of overt and covert racism on Indigenous adolescents.

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“…analysis and political selfefficacy. There is a broad body of work linking young peoples' critical social analysis of systemic inequity and their perceived efficacy around challenging this inequity to their commitment to sociopolitical activism (e.g., Bañales, Mathews, Hayat, Anyiwo, & Diemer, 2020;Carey, Akiva, Abdellatif, & Daughtry, 2020;Clark & Seider, 2020;Diemer & Rapa, 2016;Hope & Jagers, 2014;Kelly, 2018). Notably, both quantitative and qualitative research has identified social analysis and political self-efficacy as key factors shaping Black and Latinx youths' commitment to activism.…”

Section: Socialmentioning

confidence: 99%

Black and Latinx Adolescents’ Developing Commitment to Antiracist Activism Over Four Years of High School

May

Seider

El‐Amin

et al. 2022

J of Research on Adolesc

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This qualitative study considered the development of a commitment to antiracist activism among Black and Latinx adolescents (n = 50) over 4 years of high school. Four waves of interviews with participating adolescents were analysed using a critical consciousness framework to consider participants' descriptions of their developing commitment to antiracist activism and the factors contributing to this development. From these analyses emerged five different trajectories of adolescents' developing commitment to activism that included steady growth over 4 years of high school, more sudden growth in the final years of high school, steady growth in the beginning years of high school followed by subsequent disengagement, and, finally, students whose commitments remained consistently high or low throughout high school.

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‘And school won’t teach me that!’ Urban youth activism programs as transformative sites for critical adolescent learning

Cited by 39 publications

References 60 publications

Making Meaning of Science: An Experience of a Science Museum in Fostering Dialogue Between Young People and Science

Making Meaning of Science: An Experience of a Science Museum in Fostering Dialogue Between Young People and Science

Racism and Indigenous Adolescent Development: A Scoping Review

Black and Latinx Adolescents’ Developing Commitment to Antiracist Activism Over Four Years of High School

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