Youth, Media, and Justice: Lessons from the Chicago Doc Your Bloc Project

Stovall, David; Calderón, Ariel A.; Carrera, Luis Fernando Solano; King, Sedrick

doi:10.1353/rdt.0.0066

Cited by 13 publications

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“…I think that would be really cool. (Busey & Russell III, 2016, p. 10) It comes as no surprise, then, that students embrace curriculum that challenges them to actively question the world around them by, say, creating a critical community documentary (Stovall, Calderon, Carrera, & King, 2009), organizing against school closures (Schultz, 2008), creating youth radio spaces (Ayers & Ayers, 2011), and maintaining indigenous cultural traditions like danza (Colín, 2014;Valenzuela, Zamora, & Rubio, 2015) rather than memorizing events and taking notes while listening to lecture (Russell III & Waters, 2010).…”

Section: Social Justice In the Middle School Social Studies Curriculummentioning

confidence: 99%

The Middle Social Studies Curriculum as a Site of Struggle for Social Justice in Education

Monreal

2020

Handbook on Promoting Social Justice in Education

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Section: Social Justice In the Middle School Social Studies Curriculummentioning

confidence: 99%

The Middle Social Studies Curriculum as a Site of Struggle for Social Justice in Education

Monreal

2020

Handbook on Promoting Social Justice in Education

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“…A fine example of effective school-based YPAR pedagogies can be found in Stovall et al's (2009) research on their youth digital media project in a public high school in Chicago, IL. In their reflection on a semester-long media project at Chicago's School for Social Justice, the authors documented how youth and adults partnered to use media production as a way to counter negative media narratives of minority youth in the city.…”

Section: Sociopolitical Pedagogy In Outside Of School Time Programsmentioning

confidence: 99%

Toward a Pedagogy of Sociopolitical Consciousness in Outside of School Programs

Murray

Milner

2015

Urban Rev

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Outside of school time (OST) programs are playing an increasingly prominent role in the lives of youth, particularly Black children. Because many schools are not meeting the social, cultural, and academic needs of Black students, the ability of OST programs to support students in these areas is essential. LadsonBillings (The dreamkeepers: successful teachers of African American children, 2nd edn. Jossey-Bass, San Francisco, 2009) conceptualized three central tenets of culturally relevant pedagogy, a theoretical framework designed to describe instructional practices inside of school that are relevant to, aligned with, and responsive to Prek-12 students. In this paper, the authors build on a tenet of Ladson-Billings' (2009) culturally relevant pedagogy framework, sociopolitical consciousness (SPC), to make sense of how OST programs can develop instructional practices that build students' knowledge and understandings of injustices in their communities and work to change them. The authors discuss how youths' development of SPC can be fostered and operationalized through pedagogy in OST programs. The authors conclude with recommendations that could potentially contribute to a pedagogy of SPC in OST programs.Keywords Pedagogy Á Teaching Á Youth Á Sociopolitical consciousness Á Sociopolitical development Several months ago, we visited an urban afterschool organization that has, over the course of three decades, engaged and supported youth-mostly Black middle and high school students living below the poverty line-in succeeding academically.

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Teaching and Learning Toward Racial Justice in a Public School Science Classroom

Adamian¹

2020

Springer International Handbooks of Education

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Youth, Media, and Justice: Lessons from the Chicago Doc Your Bloc Project

Cited by 13 publications

References 1 publication

The Middle Social Studies Curriculum as a Site of Struggle for Social Justice in Education

The Middle Social Studies Curriculum as a Site of Struggle for Social Justice in Education

Toward a Pedagogy of Sociopolitical Consciousness in Outside of School Programs

Teaching and Learning Toward Racial Justice in a Public School Science Classroom

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