¡Venceremos!: Challenging School Barriers with Latinx Youth Participatory Action Research

Domínguez, Ashley D.

doi:10.1080/15348431.2021.1935258

Cited by 6 publications

(4 citation statements)

References 16 publications

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“…In comparison with examples of opposition, the examples of adults engaging in coconspiracy with youth are few. Some adults sponsor student clubs or initiatives, such as youth participatory action research, to foster shared decision making, challenge academic barriers, and advocate for school change (Domínguez, 2021). A possible example of coconspiracy comes from Dolan and colleagues (2015), who describe a group of youth who were part of an organization called Inland Congregations United for Change.…”

Section: Youth Voice and Opposition Or Coconspiracymentioning

confidence: 99%

Where are the Coconspirators?: Examining Performative Youth Allyship and Opposition by Educational Leaders in K-12 Schools

Domínguez,

Bertrand

2023

Urban Rev

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Research argues the importance of including young people, especially youth of color, to participate in educational leadership. However, adults who enact performative allyship towards these youth leaders often obstruct young people’s ability to authentically participate in educational decision making and achieve justice-driven outcomes in K-12 school policy and practice. We examine this phenomenon by exploring how teachers and administrators perform allyship towards youth voice initiatives and/or school recommendations, if at all. Interviews with educational leaders about youth voice initiatives indicated a spectrum of adult responses, including direct opposition, performative youth allyship, and passive forms of allyship which reinforce adultism and deter overall goals for youth voice and shared leadership. However, we also found that adults who enlist the role of coconspirator, who amplify youth voice initiatives on both the front and backstage and increase opportunity for educational reform. Supplementary Information The online version contains supplementary material available at 10.1007/s11256-023-00661-w.

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Section: Youth Voice and Opposition Or Coconspiracymentioning

confidence: 99%

Where are the Coconspirators?: Examining Performative Youth Allyship and Opposition by Educational Leaders in K-12 Schools

Domínguez,

Bertrand

2023

Urban Rev

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“…One type of youth voice initiative is youth participatory action research (YPAR), a community-based, participatory form of transformative social justice research (Cammarota & Fine, 2008;Caraballo et al, 2017). YPAR involves youth and adults working together to conduct research about issues directly affecting the lives of the youth and challenges the hierarchy of power that subjugates student voice as optional or deficient (Domínguez, 2021;González et al, 2019;Quijada Cerecer et al, 2013;Welton et al, 2014). One of the principles of YPAR, according to Rodríguez and Brown (2009), is that it involves authentic collaboration with adults that builds on the knowledge of the youth researchers.…”

Section: Power Dynamics In Student Voice Initiativesmentioning

confidence: 99%

“…One of the resounding themes from this study is the impact of hierarchical power dynamics on youth voice and agency. Whether through YPAR or other forms of student voice initiatives, we contend, alongside numerous scholars, that such programs help challenge the unilateral power that subjugates student (and teacher) voice as optional or deficient (Domínguez, 2021;González et al, 2019;Quijada Cerecer et al, 2013;Welton et al, 2014). We hope our study pushes education researchers and practitioners to examine the climate for teacher voice and agency in schools because it can be a strong indicator and facilitator for youth voice.…”

Section: Co-create Student Voice Initiativesmentioning

confidence: 99%

The Bind of Unilateral Power Dynamics and Youth Voice in School Politics

2021

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Research has shown the value of including youth, especially minoritized students, in school- and district-level educational decision-making. However, power dynamics, as related to adultism, along with other inequities, are barriers to youth’s political influence. We elucidate these barriers by exploring the possible relationship between adult-adult power dynamics, on one hand, and levels of student voice in schools, on the other. Interviews with teachers and administrators about youth voice initiatives indicated that bounded rationality illuminates how limiting access to knowledge, a form of power, can impact educator decision-making. In addition, bounded rationality bolsters unilateral power structures and therefore curtails youth voice. However, we also found that building relational power between teachers and students and maneuvering beyond bounded rationality increases opportunities for youth voice.

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“…Minoritized 1 youth have made meaningful contributions toward equity, justice, and educational transformation (Delia & Krasny, 2017; Ginwright & James, 2002; Shiller, 2013; Wong, 2010). School and community-based projects often help facilitate youth’s civic engagement and leadership (Domínguez, 2021; Bertrand et al, 2020; Cammarota & Romero, 2011). Moreover, community-based organizations (CBOs) can offer youth a sustainable foundation for justice-oriented engagement, an education that is otherwise unavailable in K-12 schooling (Rhoades, 2012; Shiller, 2013; Wong, 2010).…”

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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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¡Venceremos!: Challenging School Barriers with Latinx Youth Participatory Action Research

Cited by 6 publications

References 16 publications

Where are the Coconspirators?: Examining Performative Youth Allyship and Opposition by Educational Leaders in K-12 Schools

Where are the Coconspirators?: Examining Performative Youth Allyship and Opposition by Educational Leaders in K-12 Schools

The Bind of Unilateral Power Dynamics and Youth Voice in School Politics

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

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