Robert Petrone
Biographic Data
| ID | 1838511 |
|---|---|
| NAME | Robert Petrone |
| GIVEN NAMES | Robert |
| FAMILY NAME | Petrone |
| SIGNATURE | PETRONE R |
| AFFILIATIONS | University of Missouri |
| ORCID | 0000-0002-7647-5833 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 24 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Experiences and Perspectives of Kosova Youth Across Learning Contexts
This article reports findings from an ethnographic study examining Kosova youth’s experiences and perspectives across two learning contexts: a youth empowerment organization (LUMI) and schooling. Specifically, it explores how various structures of participation shaped youth experiences, revealing a stark contrast between the two sites. Within the empowerment organization, youth reported humanizing experiences facilitated by structures of particip…
Native Youth Re-Learning Their Language to Story the Future Examining Indigenous Language Revitalization, Relationality, and Temporalities
This article reports the findings of a long-term qualitative study that examines the experiences and perspectives of Native youth re-learning their tribal community’s language. Situated within notions of Indigenous relationality, “identity resources” from the learning sciences, and Indigenous futurisms, findings reveal that, through learning their ancestral language, Native youth: (a) develop a deeper sense of their cultural identity, (b) imagine…
Re-thinking discourses of “youth” within (adult) regulation of skateboarding
Situated within the context of increasing “adult regulatory practices” in skateboarding, this article draws attention to and interrogates the ways normative ideas of “youth,” “adolescence,” and “youth/adolescent development” often interplay with such efforts. In doing so, this article offers a critique, from a Critical Youth Studies perspective, of dominant, developmentalist notions of youth that typically cast young people as deficits in need of…
From "safe" to "brave" spaces
Through interviews with key stakeholders within skateboard organizations that explicitly attend to issues of diversity, access, and equity, this article explores pedagogical practices that undergird these organizations' programming for justice. More specifically, this article focuses on the interplay between the implementation of practices of exclusion to promote, ultimately, inclusion. In theorizing this pedagogical approach, this article discus…
Toward an Indigenizing, Anti-Colonial Framework for Adolescent Development Research
As a means to disrupt the historical and present narratives of adolescence and adolescent development, which often build upon and reify settler colonialism and white supremacy, this article calls for theoretical and methodological reconsiderations of colonial-centered developmental science, particularly regarding Native American youth. Thus situated, this article has two purposes. The first is to illuminate the constitutive nature of settler colo…
From Producing to Reducing Trauma
Although “trauma-informed education” has gained momentum across the United States in recent years, a question remains neglected by the research community: How can education research inform understandings of “trauma-informed” approaches when education itself is trauma-producing for many students? This article (1) explores limitations of traumainformed educational scholarship, particularly its reliance on individualized, biomedical understandings o…
From Talking about to Talking with
In this article, Robert Petrone and Nicholas Rink propose a repositioning pedagogy framework for teacher education. They maintain that a repositioning pedagogy disrupts power dynamics by bringing secondary-aged youth into teacher education courses as compensated consultants and experts to teach future teachers about learning, classroom management, teaching, and other issues pertinent to schooling and the development of pedagogical practices. A re…
Critical Literature Pedagogy
This article introduces a Critical Literacy Pedagogy (CLP), a pedagogical framework for merging goals of critical literacy with canonical literature instruction.For one reason or another, certain texts (e.g., The Great Gatsby , To Kill a Mockingbird ) have become staples of the secondary literacy classroom and constitute what we refer to as the "high school canon".Although this group of texts evolves over time and some texts are not taught in cer…
“Although Adolescence Need Not Be Violent…”
This article reports the findings of a study that examined how and why a group of pre‐service secondary literacy teachers conceptualized and created various curricular activities involving young adult literary texts as part of their work for a teacher education course on teaching literature. Specifically, this article examines the systems of reasoning about the concept of adolescence that undergirded and rationalized these pre‐service literacy te…
You have to get hit a couple of times”
From Producing to Reducing Trauma
Although “trauma-informed education” has gained momentum across the United States in recent years, a question remains neglected by the research community: How can education research inform understandings of “trauma-informed” approaches when education itself is trauma-producing for many students? This article (1) explores limitations of traumainformed educational scholarship, particularly its reliance on individualized, biomedical understandings o…
You have to get hit a couple of times”
From "safe" to "brave" spaces
Through interviews with key stakeholders within skateboard organizations that explicitly attend to issues of diversity, access, and equity, this article explores pedagogical practices that undergird these organizations' programming for justice. More specifically, this article focuses on the interplay between the implementation of practices of exclusion to promote, ultimately, inclusion. In theorizing this pedagogical approach, this article discus…
You have to get hit a couple of times”
“Although Adolescence Need Not Be Violent…”
This article reports the findings of a study that examined how and why a group of pre‐service secondary literacy teachers conceptualized and created various curricular activities involving young adult literary texts as part of their work for a teacher education course on teaching literature. Specifically, this article examines the systems of reasoning about the concept of adolescence that undergirded and rationalized these pre‐service literacy te…
Critical Literature Pedagogy
This article introduces a Critical Literacy Pedagogy (CLP), a pedagogical framework for merging goals of critical literacy with canonical literature instruction.For one reason or another, certain texts (e.g., The Great Gatsby , To Kill a Mockingbird ) have become staples of the secondary literacy classroom and constitute what we refer to as the "high school canon".Although this group of texts evolves over time and some texts are not taught in cer…
From Talking about to Talking with
In this article, Robert Petrone and Nicholas Rink propose a repositioning pedagogy framework for teacher education. They maintain that a repositioning pedagogy disrupts power dynamics by bringing secondary-aged youth into teacher education courses as compensated consultants and experts to teach future teachers about learning, classroom management, teaching, and other issues pertinent to schooling and the development of pedagogical practices. A re…
Toward an Indigenizing, Anti-Colonial Framework for Adolescent Development Research
As a means to disrupt the historical and present narratives of adolescence and adolescent development, which often build upon and reify settler colonialism and white supremacy, this article calls for theoretical and methodological reconsiderations of colonial-centered developmental science, particularly regarding Native American youth. Thus situated, this article has two purposes. The first is to illuminate the constitutive nature of settler colo…
From Producing to Reducing Trauma
Although “trauma-informed education” has gained momentum across the United States in recent years, a question remains neglected by the research community: How can education research inform understandings of “trauma-informed” approaches when education itself is trauma-producing for many students? This article (1) explores limitations of traumainformed educational scholarship, particularly its reliance on individualized, biomedical understandings o…
Re-thinking discourses of “youth” within (adult) regulation of skateboarding
Situated within the context of increasing “adult regulatory practices” in skateboarding, this article draws attention to and interrogates the ways normative ideas of “youth,” “adolescence,” and “youth/adolescent development” often interplay with such efforts. In doing so, this article offers a critique, from a Critical Youth Studies perspective, of dominant, developmentalist notions of youth that typically cast young people as deficits in need of…
From "safe" to "brave" spaces
Through interviews with key stakeholders within skateboard organizations that explicitly attend to issues of diversity, access, and equity, this article explores pedagogical practices that undergird these organizations' programming for justice. More specifically, this article focuses on the interplay between the implementation of practices of exclusion to promote, ultimately, inclusion. In theorizing this pedagogical approach, this article discus…
Native Youth Re-Learning Their Language to Story the Future Examining Indigenous Language Revitalization, Relationality, and Temporalities
This article reports the findings of a long-term qualitative study that examines the experiences and perspectives of Native youth re-learning their tribal community’s language. Situated within notions of Indigenous relationality, “identity resources” from the learning sciences, and Indigenous futurisms, findings reveal that, through learning their ancestral language, Native youth: (a) develop a deeper sense of their cultural identity, (b) imagine…
Experiences and Perspectives of Kosova Youth Across Learning Contexts
This article reports findings from an ethnographic study examining Kosova youth’s experiences and perspectives across two learning contexts: a youth empowerment organization (LUMI) and schooling. Specifically, it explores how various structures of participation shaped youth experiences, revealing a stark contrast between the two sites. Within the empowerment organization, youth reported humanizing experiences facilitated by structures of particip…
Psychology (7 works) · Sociology (7 works) · Political science (6 works) · Law (5 works) · Law (5 works) · Pedagogy (5 works) · Adventure Sports and Sensation Seeking (3 works) · Gender Studies (3 works) · Gender Studies (3 works) · Literacy (3 works)