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Reimagining Impact: Storying Youth Research, Arts, and Activism

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Title: Reimagining Impact: Storying Youth Research, Arts, and Activism
Language: English
Authors: Yeom, Mijin, Caraballo, Limarys, Tsang, Gloria, Larkin, James, Comrie, Jordon
Source: Review of Education, Pedagogy & Cultural Studies. 2020 42(5):482-503.
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: 22
Publication Date: 2020
Document Type: Journal Articles
Reports - Evaluative
Education Level: High Schools
Secondary Education
Descriptors: Activism, Best Practices, Educational Change, Teacher Student Relationship, Teaching Methods, Intergenerational Programs, Teacher Education Programs, Personal Autonomy, Justice, Racial Bias, Racial Differences, Power Structure, Program Descriptions, High School Students, Music, High School Teachers, Technological Literacy, Social Science Research, Participatory Research, Action Research, Art, Personal Narratives, Student Attitudes
Geographic Terms: New York (New York)
DOI: 10.1080/10714413.2021.1874850
ISSN: 1071-4413
Abstract: Youth voices, experiences, and perspectives are sometimes overlooked because debates regarding "best practices" in curriculum, pedagogy, and assessment often distract educators from centering youth. Also, while the theory and practice of culturally responsive and sustaining pedagogies have been increasingly well received by educators and policymakers, the institutional practices, lack of resources, and racial injustice that perpetuate inequities and support white supremacy are a persistent scourge in society, exacerbated by recent racial and coronavirus pandemics. The authors argue that in the current moment of disorienting disruption, there is also great opportunity. Top-down reforms and best practices often do not honor the dignity and subjectivity of young people. It is crucial to center youth stories in order for students and teachers to engage collaboratively with both the possibilities and challenges of teaching in critical contexts. As youth engagement and participation become increasingly prevalent in the social sciences, critical youth research must continue to interrogate what/whose knowledge counts, how impact is measured, and which spaces support youth-led efforts. In this article, the authors draw on self-reflections and collaborative analysis to examine their experiences of agency, activism, and impact in an intergenerational youth and educator development program, Cyphers for Justice (CFJ).
Abstractor: ERIC
Entry Date: 2021
Accession Number: EJ1290482
Database: ERIC
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  Data: Reimagining Impact: Storying Youth Research, Arts, and Activism
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  Data: 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
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  Data: Youth voices, experiences, and perspectives are sometimes overlooked because debates regarding "best practices" in curriculum, pedagogy, and assessment often distract educators from centering youth. Also, while the theory and practice of culturally responsive and sustaining pedagogies have been increasingly well received by educators and policymakers, the institutional practices, lack of resources, and racial injustice that perpetuate inequities and support white supremacy are a persistent scourge in society, exacerbated by recent racial and coronavirus pandemics. The authors argue that in the current moment of disorienting disruption, there is also great opportunity. Top-down reforms and best practices often do not honor the dignity and subjectivity of young people. It is crucial to center youth stories in order for students and teachers to engage collaboratively with both the possibilities and challenges of teaching in critical contexts. As youth engagement and participation become increasingly prevalent in the social sciences, critical youth research must continue to interrogate what/whose knowledge counts, how impact is measured, and which spaces support youth-led efforts. In this article, the authors draw on self-reflections and collaborative analysis to examine their experiences of agency, activism, and impact in an intergenerational youth and educator development program, Cyphers for Justice (CFJ).
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        Value: 10.1080/10714413.2021.1874850
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      – SubjectFull: Educational Change
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