'We Need a 'Song'': Sustaining Critical Youth Organizing Literacies through World Humanities
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| Title: | 'We Need a 'Song'': Sustaining Critical Youth Organizing Literacies through World Humanities |
|---|---|
| Language: | English |
| Authors: | Butler, Tamara |
| Source: | Equity & Excellence in Education. 2017 50(1):84-95. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education Grade 9 Junior High Schools Middle Schools |
| Descriptors: | Citizen Participation, Youth, Activism, Critical Literacy, Humanities, Females, High School Students, African American Students, Minority Group Students, World History, Social Justice, Grade 9, Sexuality, Adolescents, Violence, Advocacy, Consciousness Raising |
| DOI: | 10.1080/10665684.2016.1250233 |
| ISSN: | 1066-5684 |
| Abstract: | This article intervenes in the long-standing conversations around which youth activism, literacies, and civic engagement take place. In an effort to expand the boundaries of activism to include the work of youth critical literacies within the classroom, this article highlights the work of four female high school students of color as they bring attention to human sex trafficking. Findings show that students are introduced to and given the space to engage in "critical youth organizing literacies" through their class project. Therefore, through similar projects, classrooms become sites where young people learn to select and critique texts in order to mobilize peers and community members. |
| Abstractor: | As Provided |
| Number of References: | 54 |
| Entry Date: | 2017 |
| Accession Number: | EJ1131041 |
| Database: | ERIC |
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| Abstract: | This article intervenes in the long-standing conversations around which youth activism, literacies, and civic engagement take place. In an effort to expand the boundaries of activism to include the work of youth critical literacies within the classroom, this article highlights the work of four female high school students of color as they bring attention to human sex trafficking. Findings show that students are introduced to and given the space to engage in "critical youth organizing literacies" through their class project. Therefore, through similar projects, classrooms become sites where young people learn to select and critique texts in order to mobilize peers and community members. |
|---|---|
| ISSN: | 1066-5684 |
| DOI: | 10.1080/10665684.2016.1250233 |
