Pub Date : 2017-03-01DOI: 10.3102/0091732X16686948
Dr Limarys Caraballo, B. Lozenski, Jamila Lyiscott, Ernest Morrell
Knowledges from academic and professional research-based institutions have long been valued over the organic intellectualism of those who are most affected by educational and social inequities. In contrast, participatory action research (PAR) projects are collective investigations that rely on indigenous knowledge, combined with the desire to take individual and/or collective action. PAR with youth (YPAR) engages in rigorous research inquiries and represents a radical effort in education research to value the inquiry-based knowledge production of the youth who directly experience the educational contexts that scholars endeavor to understand. In this chapter, we outline the foundations of YPAR and examine the distinct epistemological, methodological, and pedagogical contributions of an interdisciplinary corpus of YPAR studies and scholarship. We outline the origins and disciplines of YPAR and make a case for its role in education research, discuss its contributions to the field and the tensions and possibilities of YPAR across disciplines, and close by proposing a YPAR critical-epistemological framework that centers youth and their communities, alongside practitioners, scholars, and researchers, as knowledge producers and change agents for social justice.
{"title":"YPAR and Critical Epistemologies: Rethinking Education Research","authors":"Dr Limarys Caraballo, B. Lozenski, Jamila Lyiscott, Ernest Morrell","doi":"10.3102/0091732X16686948","DOIUrl":"https://doi.org/10.3102/0091732X16686948","url":null,"abstract":"Knowledges from academic and professional research-based institutions have long been valued over the organic intellectualism of those who are most affected by educational and social inequities. In contrast, participatory action research (PAR) projects are collective investigations that rely on indigenous knowledge, combined with the desire to take individual and/or collective action. PAR with youth (YPAR) engages in rigorous research inquiries and represents a radical effort in education research to value the inquiry-based knowledge production of the youth who directly experience the educational contexts that scholars endeavor to understand. In this chapter, we outline the foundations of YPAR and examine the distinct epistemological, methodological, and pedagogical contributions of an interdisciplinary corpus of YPAR studies and scholarship. We outline the origins and disciplines of YPAR and make a case for its role in education research, discuss its contributions to the field and the tensions and possibilities of YPAR across disciplines, and close by proposing a YPAR critical-epistemological framework that centers youth and their communities, alongside practitioners, scholars, and researchers, as knowledge producers and change agents for social justice.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"41 1","pages":"311 - 336"},"PeriodicalIF":6.4,"publicationDate":"2017-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X16686948","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47347060","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-03-01DOI: 10.3102/0091732X16688623
Ó. Jiménez-Castellanos, Eugene E. García
This chapter proposes a conceptual framework that merges intersectionality and policy analysis as an analytical tool to understand the nuanced, multilayered, compounded educational inequality encountered specifically by low-income, Latino Spanish-speaking students in Arizona K–12 public schools as a function of intersecting educational policies. In addition, it provides a conceptual framework that counters and provides an alternative to the Arizona model that strives toward interrupting inequality. The conceptual framework is grounded in culture, language, and learning that provides a pathway to interrupt inequality by acknowledging the intersectional social constructs of an English language learner (ELL).
{"title":"Intersection of Language, Class, Ethnicity, and Policy: Toward Disrupting Inequality for English Language Learners","authors":"Ó. Jiménez-Castellanos, Eugene E. García","doi":"10.3102/0091732X16688623","DOIUrl":"https://doi.org/10.3102/0091732X16688623","url":null,"abstract":"This chapter proposes a conceptual framework that merges intersectionality and policy analysis as an analytical tool to understand the nuanced, multilayered, compounded educational inequality encountered specifically by low-income, Latino Spanish-speaking students in Arizona K–12 public schools as a function of intersecting educational policies. In addition, it provides a conceptual framework that counters and provides an alternative to the Arizona model that strives toward interrupting inequality. The conceptual framework is grounded in culture, language, and learning that provides a pathway to interrupt inequality by acknowledging the intersectional social constructs of an English language learner (ELL).","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"41 1","pages":"428 - 452"},"PeriodicalIF":6.4,"publicationDate":"2017-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X16688623","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48529096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-03-01DOI: 10.3102/0091732X16687973
A. Stornaiuolo, E. E. Thomas
This article reviews scholarship on youth and young adult activism in digital spaces, as young users of participatory media sites are engaging in political, civic, social, or cultural action and advocacy online to create social change. The authors argue that youth’s digital activism serves as a central mechanism to disrupt inequality, and that education research should focus on these youth practices, particularly by young people from marginalized communities or identities, in order to provide important counter-narratives to predominant stories circulating about “at-risk”or disaffected youth. The article examines young people’s use of online tools for organizing toward social change across three lines of inquiry—young people’s cultural and political uses of participatory tools and spaces online, new forms of youth civic engagement and activism, and adult-supported programs and spaces facilitating youth activism. In centering the review on youth digital activism, the authors suggest that education researchers can learn from youth themselves about how to disrupt educational inequalities, resulting in a more humanizing stance for education research that takes into fuller account the human potential of all youth, beyond school walls.
{"title":"Disrupting Educational Inequalities Through Youth Digital Activism","authors":"A. Stornaiuolo, E. E. Thomas","doi":"10.3102/0091732X16687973","DOIUrl":"https://doi.org/10.3102/0091732X16687973","url":null,"abstract":"This article reviews scholarship on youth and young adult activism in digital spaces, as young users of participatory media sites are engaging in political, civic, social, or cultural action and advocacy online to create social change. The authors argue that youth’s digital activism serves as a central mechanism to disrupt inequality, and that education research should focus on these youth practices, particularly by young people from marginalized communities or identities, in order to provide important counter-narratives to predominant stories circulating about “at-risk”or disaffected youth. The article examines young people’s use of online tools for organizing toward social change across three lines of inquiry—young people’s cultural and political uses of participatory tools and spaces online, new forms of youth civic engagement and activism, and adult-supported programs and spaces facilitating youth activism. In centering the review on youth digital activism, the authors suggest that education researchers can learn from youth themselves about how to disrupt educational inequalities, resulting in a more humanizing stance for education research that takes into fuller account the human potential of all youth, beyond school walls.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"41 1","pages":"337 - 357"},"PeriodicalIF":6.4,"publicationDate":"2017-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X16687973","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45201500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-03-01DOI: 10.3102/0091732X17690121
Nicole Mirra, Antero Garcia
This chapter challenges dominant narratives about the civic disengagement of youth from marginalized communities by reconceptualizing what counts as civic participation in public life and how youth are positioned as civic agents. We examine ideologies that undergird traditional forms of civic education and engagement in the United States and offer an alternative vision of civic life grounded in recognition of systemic inequality and struggle for social justice. We consider the ways in which digital media has fundamentally transformed the public sphere and expanded opportunities for youth civic expression and action, as well as the ways that youth participatory action research literature offers a framework for civic education that forefronts youth experience and voice. Our analysis culminates in the development of a new conceptual model for civic learning and engagement that pushes past participation into the realms of interrogation and innovation.
{"title":"Civic Participation Reimagined: Youth Interrogation and Innovation in the Multimodal Public Sphere","authors":"Nicole Mirra, Antero Garcia","doi":"10.3102/0091732X17690121","DOIUrl":"https://doi.org/10.3102/0091732X17690121","url":null,"abstract":"This chapter challenges dominant narratives about the civic disengagement of youth from marginalized communities by reconceptualizing what counts as civic participation in public life and how youth are positioned as civic agents. We examine ideologies that undergird traditional forms of civic education and engagement in the United States and offer an alternative vision of civic life grounded in recognition of systemic inequality and struggle for social justice. We consider the ways in which digital media has fundamentally transformed the public sphere and expanded opportunities for youth civic expression and action, as well as the ways that youth participatory action research literature offers a framework for civic education that forefronts youth experience and voice. Our analysis culminates in the development of a new conceptual model for civic learning and engagement that pushes past participation into the realms of interrogation and innovation.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"41 1","pages":"136 - 158"},"PeriodicalIF":6.4,"publicationDate":"2017-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X17690121","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49327361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-03-01DOI: 10.3102/0091732X17690120
Claudia G. Cervantes-Soon, L. Dorner, Deborah K. Palmer, Daniel Heiman, Rebecca Schwerdtfeger, Jinmyung Choi
This chapter reviews critical areas of research on issues of equity/equality in the highly proclaimed and exponentially growing model of bilingual education: two-way immersion (TWI). There is increasing evidence that TWI programs are not living up to their ideal to provide equal access to educational opportunity for transnational emergent bilingual students. Through a synthesis of research from related fields, we will offer guidelines for program design that attend to equality and a framework for future research to push the field of bilingual education toward creating more equitable and integrated multilingual learning spaces. Specifically, this review leads to a proposal for adding a fourth goal for TWI programs: to develop “critical consciousness” through using critical pedagogies and humanizing research.
{"title":"Combating Inequalities in Two-Way Language Immersion Programs: Toward Critical Consciousness in Bilingual Education Spaces","authors":"Claudia G. Cervantes-Soon, L. Dorner, Deborah K. Palmer, Daniel Heiman, Rebecca Schwerdtfeger, Jinmyung Choi","doi":"10.3102/0091732X17690120","DOIUrl":"https://doi.org/10.3102/0091732X17690120","url":null,"abstract":"This chapter reviews critical areas of research on issues of equity/equality in the highly proclaimed and exponentially growing model of bilingual education: two-way immersion (TWI). There is increasing evidence that TWI programs are not living up to their ideal to provide equal access to educational opportunity for transnational emergent bilingual students. Through a synthesis of research from related fields, we will offer guidelines for program design that attend to equality and a framework for future research to push the field of bilingual education toward creating more equitable and integrated multilingual learning spaces. Specifically, this review leads to a proposal for adding a fourth goal for TWI programs: to develop “critical consciousness” through using critical pedagogies and humanizing research.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"41 1","pages":"403 - 427"},"PeriodicalIF":6.4,"publicationDate":"2017-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X17690120","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42480723","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-03-01DOI: 10.3102/0091732X16686949
Rita Kohli, Marcos Pizarro, Arturo Nevárez
While organizing efforts by movements such as Black Lives Matter and responses to the hate-filled policies and rhetoric of President Donald Trump are heightening public discourse of racism, much less attention is paid to mechanisms of racial oppression in the field of education. Instead, conceptualizations that allude to racial difference but are disconnected from structural analyses continue to prevail in K–12 education research. In this chapter, our goal is to challenge racism-neutral and racism-evasive approaches to studying racial disparities by centering current research that makes visible the normalized facets of racism in K–12 schools. After narrowing over 4,000 articles that study racial inequity in education research, we reviewed a total of 186 U.S.-focused research studies in a K–12 school context that examine racism. As we categorized the literature, we built on a theory of the “new racism”—a more covert and hidden racism than that of the past—and grouped the articles into two main sections: (1) research that brings to light racism’s permanence and significance in the lives of students of Color through manifestations of what we conceptualize as (a) evaded racism, (b) “antiracist” racism, and (c) everyday racism and (2) research focused on confronting racism through racial literacy and the resistance of communities of Color. In our conclusion, we articulate suggestions for future directions in education research that include a more direct acknowledgement of racism as we attend to the experiences and needs of K–12 students of Color.
{"title":"The “New Racism” of K–12 Schools: Centering Critical Research on Racism","authors":"Rita Kohli, Marcos Pizarro, Arturo Nevárez","doi":"10.3102/0091732X16686949","DOIUrl":"https://doi.org/10.3102/0091732X16686949","url":null,"abstract":"While organizing efforts by movements such as Black Lives Matter and responses to the hate-filled policies and rhetoric of President Donald Trump are heightening public discourse of racism, much less attention is paid to mechanisms of racial oppression in the field of education. Instead, conceptualizations that allude to racial difference but are disconnected from structural analyses continue to prevail in K–12 education research. In this chapter, our goal is to challenge racism-neutral and racism-evasive approaches to studying racial disparities by centering current research that makes visible the normalized facets of racism in K–12 schools. After narrowing over 4,000 articles that study racial inequity in education research, we reviewed a total of 186 U.S.-focused research studies in a K–12 school context that examine racism. As we categorized the literature, we built on a theory of the “new racism”—a more covert and hidden racism than that of the past—and grouped the articles into two main sections: (1) research that brings to light racism’s permanence and significance in the lives of students of Color through manifestations of what we conceptualize as (a) evaded racism, (b) “antiracist” racism, and (c) everyday racism and (2) research focused on confronting racism through racial literacy and the resistance of communities of Color. In our conclusion, we articulate suggestions for future directions in education research that include a more direct acknowledgement of racism as we attend to the experiences and needs of K–12 students of Color.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"41 1","pages":"182 - 202"},"PeriodicalIF":6.4,"publicationDate":"2017-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X16686949","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48685256","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-03-01DOI: 10.3102/0091732x17697294
Ursula S. Aldana, B. J. Baldridge, Ayanna F. Brown, Claudia G. Cervantes-Soon
Ursula S. Aldana is an assistant professor of education at the University of San Francisco. She examines K–12 school culture with regard to issues of equity and access for racially/ethnically and linguistically diverse students. Her research highlights the voices of historically marginalized students, including immigrant and lowincome students in various contexts such as Catholic schools and secondary bilingual education programs.
乌苏拉·s·阿尔达纳(Ursula S. Aldana)是旧金山大学教育学助理教授。她研究了K-12学校文化中关于种族/民族和语言多样化学生的平等和机会问题。她的研究突出了历史上被边缘化的学生的声音，包括移民和低收入学生在各种背景下，如天主教学校和中学双语教育项目。
{"title":"About the Contributors","authors":"Ursula S. Aldana, B. J. Baldridge, Ayanna F. Brown, Claudia G. Cervantes-Soon","doi":"10.3102/0091732x17697294","DOIUrl":"https://doi.org/10.3102/0091732x17697294","url":null,"abstract":"Ursula S. Aldana is an assistant professor of education at the University of San Francisco. She examines K–12 school culture with regard to issues of equity and access for racially/ethnically and linguistically diverse students. Her research highlights the voices of historically marginalized students, including immigrant and lowincome students in various contexts such as Catholic schools and secondary bilingual education programs.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"41 1","pages":"532 - 542"},"PeriodicalIF":6.4,"publicationDate":"2017-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732x17697294","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69381490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-03-01DOI: 10.3102/0091732X16686947
Catherine Kramarczuk Voulgarides, Edward Fergus, Kathleen A. King Thorius
In the review, we examine what is known about disproportionality with the intention of informing the direction of policy and practice remedies. We outline the definition, contours, and characteristics of disproportionality and examine some of the prevailing explanations as to why the issue persists. We then pivot the review to consider how policy, through the Individuals with Disabilities Education Act (IDEA), has sought to address disproportionality in special education and disciplining of students with disabilities. We question why a legally sound civil rights law like IDEA has been unable to abate disproportionality for nearly 40 years. We then turn our attention to review interventions embedded in IDEA that have been recommended to address disproportionality and question why they have not improved outcomes for “nondominant” students in special education. We conclude with some recommendations for disrupting disproportionality.
{"title":"Pursuing Equity: Disproportionality in Special Education and the Reframing of Technical Solutions to Address Systemic Inequities","authors":"Catherine Kramarczuk Voulgarides, Edward Fergus, Kathleen A. King Thorius","doi":"10.3102/0091732X16686947","DOIUrl":"https://doi.org/10.3102/0091732X16686947","url":null,"abstract":"In the review, we examine what is known about disproportionality with the intention of informing the direction of policy and practice remedies. We outline the definition, contours, and characteristics of disproportionality and examine some of the prevailing explanations as to why the issue persists. We then pivot the review to consider how policy, through the Individuals with Disabilities Education Act (IDEA), has sought to address disproportionality in special education and disciplining of students with disabilities. We question why a legally sound civil rights law like IDEA has been unable to abate disproportionality for nearly 40 years. We then turn our attention to review interventions embedded in IDEA that have been recommended to address disproportionality and question why they have not improved outcomes for “nondominant” students in special education. We conclude with some recommendations for disrupting disproportionality.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"41 1","pages":"61 - 87"},"PeriodicalIF":6.4,"publicationDate":"2017-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X16686947","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47746674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-03-01DOI: 10.3102/0091732X17690498
C. DeNicolo, Min Yu, C. Crowley, Susan L. Gabel
This chapter examines the factors that contribute to a sense of school belonging for immigrant and immigrant-origin youth. Through a review of the education research on critical care, the authors propose a framework informed by cariño conscientizado—critically conscious and authentic care—as central to reconceptualizing notions of school belonging. Research studies on teacher–student and peer relationships, student agency, and organizing are reviewed to identify how they function to disrupt structural factors that maintain educational inequities. Belonging as a concept is problematized through a re-envisioning of curriculum, pedagogy, and school–community relationships as a means to reduce inequality for immigrant and immigrant-origin youth and children.
{"title":"Reimagining Critical Care and Problematizing Sense of School Belonging as a Response to Inequality for Immigrants and Children of Immigrants","authors":"C. DeNicolo, Min Yu, C. Crowley, Susan L. Gabel","doi":"10.3102/0091732X17690498","DOIUrl":"https://doi.org/10.3102/0091732X17690498","url":null,"abstract":"This chapter examines the factors that contribute to a sense of school belonging for immigrant and immigrant-origin youth. Through a review of the education research on critical care, the authors propose a framework informed by cariño conscientizado—critically conscious and authentic care—as central to reconceptualizing notions of school belonging. Research studies on teacher–student and peer relationships, student agency, and organizing are reviewed to identify how they function to disrupt structural factors that maintain educational inequities. Belonging as a concept is problematized through a re-envisioning of curriculum, pedagogy, and school–community relationships as a means to reduce inequality for immigrant and immigrant-origin youth and children.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"41 1","pages":"500 - 530"},"PeriodicalIF":6.4,"publicationDate":"2017-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X17690498","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46373279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-03-01DOI: 10.3102/0091732X17690122
B. Ngo, C. Lewis, Betsy Maloney Leaf
In this chapter, we review the literature on community-based arts programs serving minoritized youth to identify the conditions and practices for fostering sociopolitical consciousness. Community-based arts programs have the capacity to promote teaching and learning practices in ways that engage youth in the use of academic skills to pursue inquiry, cultural critique, and social action. In this review, we pay particular attention to literary arts, theatre arts, and digital media arts to identify three dimensions of sociopolitical consciousness: identification, mobilization, and cosmopolitanism. By advancing the principle of sociopolitical consciousness within the theory and practice of critical and cultural relevant pedagogies, our review provides ways toward mitigating social and educational disparities.
{"title":"Fostering Sociopolitical Consciousness With Minoritized Youth: Insights From Community-Based Arts Programs","authors":"B. Ngo, C. Lewis, Betsy Maloney Leaf","doi":"10.3102/0091732X17690122","DOIUrl":"https://doi.org/10.3102/0091732X17690122","url":null,"abstract":"In this chapter, we review the literature on community-based arts programs serving minoritized youth to identify the conditions and practices for fostering sociopolitical consciousness. Community-based arts programs have the capacity to promote teaching and learning practices in ways that engage youth in the use of academic skills to pursue inquiry, cultural critique, and social action. In this review, we pay particular attention to literary arts, theatre arts, and digital media arts to identify three dimensions of sociopolitical consciousness: identification, mobilization, and cosmopolitanism. By advancing the principle of sociopolitical consciousness within the theory and practice of critical and cultural relevant pedagogies, our review provides ways toward mitigating social and educational disparities.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"41 1","pages":"358 - 380"},"PeriodicalIF":6.4,"publicationDate":"2017-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X17690122","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43961153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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