Youth dialogue and design for educational possibility
Eliciting Youth Voice in Community Development
Bibliographic Data
| ID | 6077271 |
|---|---|
| Authors | Katherine Richardson Bruna (0000-0001-7474-4764, Iowa State University, corresponding author), Carla A Mcnelly (Iowa State University), Kimberly Greder, Kimberly A Greder (0000-0002-8472-3075, Iowa State University), Jane Rongerude (0000-0002-6562-3861, Iowa State University) |
| Year | 2020 |
| Volume | 28 |
| Issue | 2 |
| Pages | 121-131 |
| Publication date | 2020-04-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Community Practice (JOURNAL) |
| Journal identifiers | ISSN: 1070-5422 • E-ISSN: 1543-3706 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10705422.2020.1757006 |
| OpenAlex | W3021931368 |
| Language | EN |
| Citations received | 2 |
| References cited | 13 |
Working with a community-based organization, we engaged middle school youth in mapping the realities of and dreams for their neighborhoods. We document the process we used to guide youth reflection on themselves as learners and, more specifically, detail our discoveries about their schools as learning places. Using critical literacy as a frame, we assert that youth insights about the physical, relational, and agentive environments of school reveal that they were able to read themselves as products of their community “text” in ways supported by scholarly understandings of educational inequity. This advanced and legitimized youth representation in our university-school-community partnership effort
Developmental psychology · Pedagogy · Political science · Positive Youth Development · Public relations · Sociology · Early Childhood Education and Development · Psychology · Social Psychology · Youth Development and Social Support · Youth Education and Societal Dynamics
School Social Climate and Individual Differences in Vulnerability to Psychopathology among Middle School Students
Who takes the cake in community and economic development? ‘Going along' with metaphor to problematize the collective impact of a place-based promise programme
Place‐based education in the global age
Creating better cities with children and youth—a manual for participation
What the Real World in Schools is Like”
Social Class in Public Schools
School Violence and Theoretically Atypical Schools
Telling a Story that Must Be Heard
Integrating youth participation and ecosocial work
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,67 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |