Critical Youth Studies

This article investigates how a contemporary urban vernacular (CUV) called Ortensvenska is used for social positioning at a prestigious inner-city Stockholm school. Previous studies have indicated that CUV is often a feature of those on the societal margins, but little research has focused on prestigious spaces where high-achieving students challenge these stereotypes. Drawing on linguistically oriented ethnographic fieldwork among students at a prestigious school, we show how Ortensvenska is used to construct space, class, and identity in everyday school life. It was found that the use of Ortensvenska maintains social asymmetries between class, ethnicity, and place among students at the school. The paper also shows how these linguistic practices blur a fixed separation between languages, styles, and places. We suggest, therefore, that space plays an important role in the analysis of youths' language practices.

As highlighted by Henry Rousso (1987), post-WWII narratives were strongly influenced by the Gaullist version of the resistance. It is only from the end of the 1960s onwards, when the first postwar generation came of age and after the death of de Gaulle, that different memories of this conflict less in line with the "resistancialist" version started to emerge in various intellectual and more popular circles. Interestingly, it took much longer for comics to reflect these new perspectives. The aim of this article is to investigate this memory turn in comics, and in particular the 15 years lag which can partly be explained by the specificities of the genre at the time and notably by the fact that the young were its primary audience. It will focus more specifically on the inclusion of children as main characters in comics dealing with this conflict, which only happened at the turn of the twenty-first century, after another lag of 15 years.

Drawing on sociocultural perspectives and New Literacies Studies this study uses Critical Discourse Analysis (CDA) as a tool to closely analyse one way the Common Core State Standards in the United States are being produced, disseminated and consumed. The analysis focuses on a section of the CCSS, a model lesson given by one of the primary architects of the Common Core State Standards, David Coleman, and a group of English teachers’ reactions to David Coleman’s presentation. Analysing how the CCSS have been produced, disseminated, and consumed demonstrates how policy becomes normalised through discursive events. A Critical Discourse Analysis framework can provide a helpful heuristic for both English teachers and English teacher educators to examine the ideological underpinnings of standardisation by considering the production, dissemination and consumption of texts such as the CCSS.

La République du Bénin, comme la plupart des pays africains, est caractérisée par une multitude de langues auxquelles s'ajoute le français, langue héritée de la colonisation. Cette langue qui s'apprend à l'école n'est pas sans avoir ses particularités, surtout qu'elle évolue côte à côte avec les langues béninoises. La langue française, tout au long de son évolution a donc acquis et s'est revêtue de nouvelles formes tant au niveau lexical que sémantique. Nous allons dans cette étude, nous concentrer sur les créations lexicales qui, découlant de la cohabitation des langues nationales avec le français, engendrent de nouveaux sens pour donner une couleur locale au français béninois.

Ahmed has suggested that refusing to laugh may be used as a political strategy for oppressed groups. But what happens when it becomes a tool of discipline and exclusion? Drawing on a video ethnographic study of incarcerated boys and their staff in detention home treatment, this paper focuses on one of the boy's struggle for inclusion. Despite formal equal treatment, his exclusion was maintained by the others' refusal to laugh at his attempts to be funny. We thus aim to study, in interactional detail, how unlaughter may work as a subtle yet powerful affective practice.

Instances of popular mobilization are often analyzed through their most prominent repertoires and demands. However, protest waves encompass diverse aspirations, modalities, temporalities, and emotional intensities, reflecting varied lived experiences. The complex interplay between mobilization, everyday politics, and local struggles often remains underexplored. This article deploys lived citizenship as a device for capturing the differentiated social locations, relations, practices and emotions that mediate subject relations with the state in episodes of mass mobilization. Focusing on the Arab uprisings, it offers a novel and comprehensive reading of the literature from the perspective of citizenship and everyday lived realities. In approaching the uprisings as lived and performed in the squares, on the margins, in mass demonstrations, violent reprisals, resource reclamation and everyday encroachment, it brings to the fore the myriad practices of citizenship enacted in the course of the uprisings and their aftermath. In surveying the literature, it highlights the innovative ways in which the contributions to this special issue engage with notions of lived citizenship in the context of the uprisings, examining its connections to questions around subjectivation, infrastructure, grabbing back, brokerage of care, and practices of voice, exit and loyalty.

The COVID-19 pandemic of 2020-22 brought an abundance of changes to secondary education as students transitioned across the country to virtual and hybrid learning contexts. Teachers flexed quickly and frequently to support the learning that students acquired in these new, digital spaces even as school, district, and state demands on teaching increased. The English/Language Arts classroom pivoted along with others as teachers sought out digital reading and writing resources for students to engage in. In the midst of a national crisis, a metaphorical monster that sought to destroy, much like Beowulf’s dragon did, adolescent readers, despite the discourses of learning loss, turned to the monsters of zombie young adult literature (ZYAL) to cope with fear and tragedy around them. They did so because of a common genre feature where adolescent protagonists, much like their adult counterparts, deal with the horrors of their real world through literature when given a sense of power and agency both in the classroom and outside of it. Thus, popular culture becomes a tool for teachers and students to grapple with the great difficulties of life while examining it through high interest literature.

This study aimed to determine the socio-cultural and political challenges faced by Sama Dilaut at Barangay Sanga-Sanga. Specifically, this study sought to answer the following questions: What is the role of barangay amidst the challenges of Sama Dilaut community on socio-cultural and political involvement? What are the socio-cultural and political challenges faced by Sama Dilaut at Barangay Sanga-Sanga and the socio-cultural implications of the challenges towards the local community? This study used a qualitative-descriptive research design and utilized a researcher-made questionnaire to be distributed among Sama Dilaut respondents and the community at Barangay Sanga-Sanga. This study found out that one of the problems encountered by Sama Dilaut at Tongkalang, Sanga-Sanga is the relocation taken by the local government officials in which they lose their original homeland. The majority of Sama Dilaut have common problems like registration on the election that some of them were being used and exploited their rights to vote since they are one of the disadvantage group of people. Family planning and birth registration are also common problems faced by Sama Dilaut particularly the latter is very important in the field of education. It was also found that these group of people have their fear of being abused as what they had observed and experienced before. The study concluded that Sama Dilaut should learn the importance of education that would help uplift their ways of living and promote open communication should be promoted for them to take up space in the community.

The youth are expected to participate in nation-building and youth development programs not just in sports but also in various sectors of society enumerated in the United Nations Agenda 2030 and the Philippine Youth Development Plan. The Philippines have the Sangguniang Kabataan as a venue for the youth to participate in governance and is guided by the Sangguniang Kabataan reform act of 2015. The research focused on studying the youth governance of selected barangays of Baguio City.  The study utilized a descriptive qualitative approach, using key participant interviews, focus group discussions, and document analysis in data gathering and using thematic analysis. Results show that the Sangguniang Kabataan conducts youth profiling to identify the needs of the youth. Starting from there, they create projects and programs, many under active citizenship. The Sangguniang Kabataan employ different strategies in formulating and implementing projects and programs, such as organizational par...

Through sustained ethnographic field work that inquired into youth participatory action researchers' political identity development, I identified a politicized discourse engaged by youth during their early stages of action research that I have termed Black resilience neoliberalism (BRN). This study explicates BRN theory, tracing its connection to policy discourses related to Black youth and schools and exploring the ways its tenets are revealed in Black youth action researchers' reflections on race/racism, inequality, and social change. I argue that BRN is both a conspicuous and an inconspicuous thread of neoliberal discourse and logic, which hides in plain sight as empowerment; however, it is entangled with the project of hegemony. To that end, destabilizing the legitimization of BRN is crucial to reconstituting empowerment.

For the final In Dialogue of our editorial term, we wanted to invite some luminary voices in literacy studies to think together about the future of critical studies in literacy research. We asked Betina Hsieh, Danielle Filipiak, Tiffany Nyachae, David Kirkland, and Carol Brochin what they thought would push the field forward: What would or should literacy studies and English education look like in the future, including what collective priorities should be emphasized? We invited them to think together, to imagine what might be possible or necessary in a world that is on fire. In giving these scholars the “last word” of our editorial term, we are hoping that this effort toward intergenerational, collaborative knowledge building can be one of the seeds of hope that will help us grow toward a better future.

This study was designed to determine the partisanship and performance of youth leaders locally known as Sangguniang Kabataan (SK) officials in the Second District of Negros Oriental, Philippines. This study also aimed to determine the profile of the youth leaders and the extent of partisanship before and after the election. There were 153 youth leaders who participated in the study. The descriptive research design with the quantitative method of data gathering was utilized. The questionnaire was the primary data-gathering tool triangulated with focus group discussions and interviews. Based on the data collated, the following findings were revealed: The majority of the youth leaders are aged 22 - 26 years old, males, single, studying in college, receive a monthly honorarium of P 5,001 - 6,000, and do not have any official political party. There is a high extent of partisanship before and after the election. The programs implemented were focused on equitable access to education, envir...

For the final In Dialogue of our editorial term, we wanted to invite some luminary voices in literacy studies to think together about the future of critical studies in literacy research. We asked Betina Hsieh, Danielle Filipiak, Tiffany Nyachae, David Kirkland, and Carol Brochin what they thought would push the field forward: What would or should literacy studies and English education look like in the future, including what collective priorities should be emphasized? We invited them to think together, to imagine what might be possible or necessary in a world that is on fire. In giving these scholars the “last word” of our editorial term, we are hoping that this effort toward intergenerational, collaborative knowledge building can be one of the seeds of hope that will help us grow toward a better future.

In the process of organizing to build power through mobilizing young people against displacement from school pushouts, we observed ways in which low-income youth of color have internalized negative ideas about themselves and their communities and how they collectively challenge those ideas. Using Critical Race Theory and critical whiteness studies as a framework, we identify some of the ideologies that we observed in our survey research with youth. Drawing on examples from two youth survey projects that we participated in, this paper considers what young people of color thought they deserved as public goods in spaces that have been racialized under a white neoliberal logic albeit in schooling or community spaces. We then discuss our findings to demonstrate how these ideologies create tensions that must be considered when conducting survey research including any form of YPAR and organizing.

Focusing on the struggles of youth in the Arabian Gulf to find their place in their encounters with modernity, Everyday Youth Cultures in the Gulf Peninsula explores how global forces are reshaping everyday cultural experiences in authoritarian societies. A deeper understanding of Gulf youth emerges from reading about the everyday lives and struggles, opportunities, and contributions of youth who, in the process of developing their personal identities, are also incrementally transforming their societies and cultures. Based on ethnographic fieldwork in Kuwait, Oman, Saudi Arabia, the UAE, and Qatar, the chapters bring fresh insight into Gulf youth microcultures from the ground and invite dialogue by engaging young local and foreign academics in the discussion. In light of the general difficulties of accessing Gulf societies, the book's nuanced, richly detailed depictions of everyday life can be of interest to academic research in Middle East studies, youth sociology, political science, and anthropology, as well as to business and governmental decision-making.

School theatre productions are performed throughout Australian secondary schools each year. Currently Broadway model musicals are often performed as the content of these school productions. The examination of the secondary school production involved in this research focuses upon a Victorian coeducational government secondary school’s collaborative rewrite, rehearsal and performance of A Midsummer Night’s Dream. Drawing from literature in Drama in Education, Theatre in Education, Applied Theatre, Australian Curriculum documents, Pedagogy, Authentic Learning, Extra-curricular education and Creativity, the question, ‘The school production – To be or not to be?’ Deals with the very nomenclature of the school production by examining the following two questions: 1. What are the experiences and benefits for the students involved in the authentic model of school production? 2. What is the teacher’s experience while working on an authentic school production?

Given the complexities of education in the 21st century, how might transformative approaches to literacy, a critical literacy embedded in social justice, offer one way of responding to current issues? My interest in this question emerges from my work as a classroom teacher working with diverse students for ten years. In my work with elementary school students (Grades 3 to 8), my approaches to teaching aligned with critical pedagogy (Freire, 1970; Kincheloe, 2007; Andrade and Morell, 2008). That is, I sought to engage students in societal critique through dialogue, and to foster various forms of social action as responses to the issues we explored. I wanted my students to be literate, I believed they were capable of high levels of literacy, and believed that their literacy could be a tool to explore the underlying causes of injustice and take action to redress them. I often aimed at what Lesko and Bloom refer to as "happy-ever-after endings" (1998, p. 390): I hoped students felt good about our learning, their social action, the money and awareness we raised for particular justice initiatives, and about the people the social action aimed to help. In my teaching, I found that providing opportunities for critical talk in response to various texts and opportunities for drama improvisation activities to be powerful ways to engage students in the complexities of social justice issues, particularly those students who seemed to be disengaged during more traditional instructional approaches. Such in and out of role talk was my way of getting students passionate about an issue, and to foster embodied responses to texts that I (as teacher) introduced. I felt at the time that I experienced success in engaging students using dialogic and dramatic pedagogies associated with critical literacy. I taught in a school where most of the students identified as White and middle to upper-middle class. Students at this school responded with enthusiasm to my conceptions of social justice and my connected literacy practices. For example, I often invited analysis and critique of various media texts, organized community service learning projects, and accompanied students to demonstrations aimed at raising awareness of various issues that students and I associated with local and global injustice. We often discussed the plight of Others1. I began to wonder, however, why my students seemed to be buying in to my pedagogy. I wondered whether or not what we were doing was actually working toward social justice. When I began teaching at a large elementary school populated by students who had recently immigrated to Canada (many under refugee claims), were racially marginalized, and/or were of lower socioeconomic status, this challenged my prior conceptions of critical literacy work embedded in social justice. Many of these students did not seem to respond as positively to what I considered important issues (that I assumed were also important to them). My new context provoked questions about what I was doing, how I was doing it, for whom, and the role played by my gender, racial and class privilege in my attempts at transformative social justice teaching. I began to wonder whether my teaching reflected and valued these students' lived experiences. When I became an equity consultant for my school board, I continued to question the relationships between my (and other teachers') experiences, those of my (and their) students, and the realities of people directly harmed in the issues I addressed. I wondered: How did students with different social identities and life experiences interpret my pedagogy and content? Why did some students seem to care about issues of justice (as I presented them), and

New perspectives in teacher education call for ways to decentre our practices and reflect on the ideological discourses that frame approaches to teacher preparation. As a group of newly hired professors asking how best to prepare drama teachers, we realize that our life journeys as artists and educators situate our teaching in particular ways. In this piece we shared the results of a collaborative process of self-reflection.The performative approach allowed intersections, social complexities and multiple ideologies between us to become sites for devising and mapping teacher preparation in drama.

© 2016 New Leaders Inc. All rights reserved. NEWLEADERS.ORG ALIGNING CURRICULUM FOR COLLEGE AND CAREER READINESS The shift to the Common Core at the Lazaro Cardenas Elementary School, a pre-K to third grade school in a predominantly Latino area in southwest Chicago, rested on instructional improvement efforts Jeremy Feiwell initiated five years earlier in 2006, when he became Cardenas’s principal. Feiwell knew from his years as a teacher at Cardenas that curriculum and instruction at the school varied widely — every teacher was doing something different in his or her classroom. Meanwhile, the school — where 52 percent of students are English language learners and 97 percent come from low-income households — was the lowest performing of the 23 schools in the community.

I do not suppose that the younger generation-to talk like a grandpa for a few minutes-can realize how great a change has come over us. Any time back of twenty-five years ago each teacher stayed in [their] own little corner, hugging to [their] own pet "system," and believing all the other fellows were nitwits and freaks … James Winans, 1934 1 Communication (Speech) education is the study of teaching the discipline of communication (Sprague, 1993). In contrast, instructional communication focuses on the study of the role of communication in teaching and learning regardless of the instructional situation (Scott & Wheeless, 1977). Communication education as a field of study preceded and led to the subfield of instructional communication. However, the emergence of instructional communication resulted in a decline in the prevalence and quantity of published communication education scholarship. While this reduction in communication education scholarship may have been unpredictable, it is easy to document. As McCroskey and McCroskey (2006) wrote, "Instructional communication is not communication education" (p. 34). 2 For evidence of this recession, look no further than our international and national conventions. The International Communication Association (ICA, 2023) has an interest group for instructional communication scholars, as does the National Communication Association (NCA, 2023), but neither has a communication education interest group. 3 Regional conferences are slightly more mixed, with the Central States Communication Association (CSCA, 2023) having a Communication Education interest group and Western States Communication Association (WSCA, 2023) a Communication and Instruction interest group. The Eastern Communication Association (ECA, 2023) and Southern States Communication Association (SSCA, 2023) both have only an Instructional Communication interest group. 4 Looking beyond our conventions to the flagship journal for communication education scholarship, instructional communication research dominates. NCA's Communication Education (formally The Speech Teacher) was originally intended as an outlet for the "field of speech education" (Reid, 2002, p. 333). Now, however, the journal mainly publishes instructional communication articles. Other scholars (see Book, 1989; Sprague, 1993) have attested to this previously, and currently Communication Education is focused "on publishing instructional communication scholarship" (Farris et al., 2018, p. 3).

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This paper focusses on the difficulties in the production of a live drama in an educational institution from auditioning the actors to seamless performance on stage. The actors were chosen from students of literature doing their undergraduate and postgraduate studies. A postcolonial drama, The Lion and The Jewel by Wole Soyinka was chosen and the drama was staged. The researcher has been the director of the drama and a field study has been studied on the process of creating a successful drama. It involves stage management, producing the play, directing, acting, light design, set design and costume design. Stage management is one of the crucial factors in a drama which needs to be taken care of from the practice sessions to the show time. The outcome of the show relies entirely on the management of the stage. In this study Yoruba's drama is taken and replicating them was a tougher one which includes costume, realistic stage setting, lighting, sound setting and their dances. The drama is also chosen to highlight the sufferings of women in African society and how they are victimized. All these aspects are previously designed and experimented practically to find out the shortcomings in staging a live drama in an educational institution. Questionnaires are also designed and circulated among the actors for further study.

Motivating Adolescents to Read Unlocking the secret of motivation for reading among adolescents has been of interest to educators, librarians, and families for decades (Malloy, Marinak, & Gambrell, 2010). This has led to the development of useful survey instruments such as the Adolescent Motivation to Read Profile (Pitcher, Albright, & Delaney, 2007), borne out of acknowledged fundamental differences among adolescents about what is read and when and for what purpose the reading occurs both in and out of school. Given the role of self-regulatory skills needed by middle and high school readers, students must find the intrinsic motivation needed to engage in literacy activities (Klassen, 2010). Reading takes on an increasingly prominent role in learning during middle and high school, as the ability to acquire, synthesize, and evaluate information becomes a deciding factor in who will succeed academically (Draper, Broomhead, & Jensen, 2010). As well, one's motivation to do well in school is a predictor of academic achievement (Steinmayr & Spinath, 2009). It's this nested nature of motivation and reading that is so vexing: How can these complex constructs be translated into viable classroom practice? Ivey and Broaddus (2001) addressed this problem in their examination of factors that motivated middle school boys to read. Their survey of more than 1,800 students, and interviews with dozens of them, revealed that these students valued a sense of purpose for the reading, a physical and temporal space to engage in independent reading, and lots of choice among diverse text types to do so. These three areas together appear to have a positive impact on the reading volume of both genders. Supportive classroom practices for reading have also been developed through programs such as Concept-Oriented Reading Instruction (CORI), described by Guthrie, Alao, and Rinehart (1997) as theme-based units designed to motivate adolescents to engage in the exploration, questioning, and evaluation of complex concepts.

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High school theatre often brings back cringe-worthy memories of stilted productions of Beauty and the Beast or cobbled together versions of A Midsummer Night's Dream; it does not have to be this way. I believe new work written for high schoolers and about high schoolers is a much needed breath of fresh air for high school theatre programs everywhere. I decided to test my theory as my thesis, I produced and directed Ball State senior Madison Bradshaw's new play 7 Minutes at Muncie Central High School. I spent the last six months preparing, staging, and writing about this process. I can now say with confidence that producing new work and allowing high schoolers to have creative agency in their theatrical work is an incredibly effective practice. This is especially true because high school theatre trains young actors and attempts to create a more genuine performance. Through this production and writing process, I have learned even more about the power of the work that I do every day. Acknowledgements Thank you so much to everyone who was a sounding board for me in the process of putting this play together, particularly my "A+" support system: Mom, Dad, and Kyra. Thank you to Dr. Dobosiewicz, Mr. Jones, and all of the Drama Club at Muncie Central High School that welcomed, with open arms, a stranger into a fantastically goofy family. Thank you most of all to our lovely and incredibly talented playwright, Madison Bradshaw. Collaborating with you on this project was an absolute honor. You are an amazing storyteller, and I feel privileged to call you my best friend. "Theatre is magic, and magic is theatre. Blessed are we that create this magic."

From disability to diversability 27 Gabi Steinprinz Refugees (and hate speech) 31 Balkan without hate 33 Ajša Hadžibegović Challenging hate speech and building 36 tolerance towards refugees Katerina Boutsia Empowering school students to build 38 inclusive societies OBESSU A case-study of self-advocacy initiatives 41 by people seeking sanctuary in Swansea,

This article is based on a plenary held during the Child & Youth Care in Action VI Conference: Moving Through Trails and Trials Toward Community Wellness, held in Victoria, British Columbia in April 2019. It explores how we can re-imagine child and youth care practice with African Canadian youth. This emerging paradigm aligns with child and youth care politicized praxis as well as trauma-informed and strengths-based approaches in the field’s literature. We highlight the importance of mobilizing critical and transformative theoretical frameworks along with an Africentric worldview to substantially support youth of African descent with a strengths-based approach. Moreover, the protective role of Black-affirming spaces is developed and articulated.

Interactive media and virtual environments give rise to transmedia and multiscreen viewing in a new popular and participatory culture. This in turn requires a new type of critical, reflective media education. This article reviews expert opinions on the educational potential of The Hunger Games (THG) and the use of Twitter during the viewing of films by young audiences. The study has the twofold goal of analysing whether the tweets include the topics of ideology and values mentioned in the selected articles and whether the conversations help build knowledge of the subjects that, according to the experts, are discussed in the literary trilogy. The method, based on discourse analysis, is twofold as well, comprising, on one hand, the discussion of 61 selected academic papers on THG and, on the other, 6000 tweets posted by youngsters while watching the films in the trilogy shown on TV. The tweets were analysed using the 'coding and counting' technique in computer-mediated discourse analysis. The results show a great chasm between academic or educational perspectives and what youngsters see in the films. Twitter interactions show that the virtual environments where these interactions take place are mere virtual concourses rather than affinity or learning spaces. This draws attention to the need for a new type of media education which not only includes the popular culture in formal education environments, but also uses the virtual concourses where youngsters gather around media products to transform mere coexistence into convergence of interests based on the meaning of these products.

thank you both for your willingness to be a part of this process, as I very much value your input and insights related to my project. Thank you for our conversations, your support, and your time in reading and responding to this thesis. Dr. Sue Doe, thank you for the resources you have provided me, and thank you for our many conversations surrounding the Common Core. Dad, Kathy, Mom, Tom, Gail, and Steven, thank you all for your support and encouragement as I worked through this program and finished my thesis. I am incredibly grateful for your consistent support and kind words of encouragement. To my remaining family and friends, your support of my efforts in this endeavor is invaluable. Thank you. v TABLE OF CONTENTS ABSTRACT………………………………………………………………………………………ii DEDICATION……………………………………………………………………………………iii ACKNOWLEDGEMENTS………………………………………………………………………iv LIST OF FIGURES………………………………………………………………………………vi Introduction…………………………………………………………………………….………….1 Background of the Common Core State Standards………………….…………………...….…….5 Literacy Scholarship……………………………………………………………….……………..

I n academic circles within a range of disciplines, scholars understand the social category of adolescence as a cultural construct. Though dotni nant discourses rely on views of adolescence as driven by the body and largely predictable by biological and psychological drives, constructed views of adolescence understand the social category as historicallytraceable-or not always seen as "true"-but expectations that eventu ally became sedirnented into "natural" traits taken up and maintained in broader culture, especially in the United States. Taking up this view of the category of adolescence, especially in a course on young adult (YA) literature-and particularly for such courses aimed at future teacherscan make an enormous difference not only in how teacher candidates see YA literature, but how they see the youth they plan to teach. As a professor of English EducatLon housed in an English department. this approach to the YA course I teaching-one intended only €br ELA teachers-means that I attend to goals tied to critically appreciating YA literature in this course, at the same time that I address the ways these texts represent youth like the ones the teacher candidates will teach soon. Curriculum studies scholar, Nancy Lesko, in Act Thur Age! A cultural iou striiction of adolescence (2012), engages a Foucauldian analysis to juxtapose a time before the category of adolescence was born with traits associated with a newly-shaped category of "adolescence." lfvouth roughly between the ages of 12 and 19 were viewed as independent, responsible, working as appren tices, the crafting of the new category of adolescence-between the 1880s

While children's literature often plays a central role in elementary school curriculum, young adult literature journeys toward secondary schools, but rarely arrives. Here Karen Coats, literary critic and Lacanian scholar, argues that like young adults themselves caught in a liminal state, YA literature frequently experiences a failure to launch, not simply in curiculum as Lewis and Dockter argue in their chapter of this volume, but in literary criticism as well. Coats explores the reasons that books for young adults should be a "destination literature," rather than characterized as a short sidetrack befbre stepping into more sophisticated material designed for adr"rlts. She further analyzes the polyphonic, dialogic, culturally conditioned, ever changing, ancl emotionally laden qualities in current YA literature. In his Point of Departure essay, Markus Zusak, the astonishing author of The Book Thief, affirms Coats's arglrments in his desire to write "the right book at the right tirne in that ridiculoLrsly raw period of a person's lif'e." As a sixth grader in a small, rural middle school, I finishecl my math book in six weeks. Not knowing r.vhat to do with me, the powers that be prlt me to work in the school library. Looking back, I realize that if they wor-rld have introcluced me to a more nclvanced math curriculnm. rny prof'essional life might have turned ollt very difterently. Insteacl, I found a cache ol books on a shelf in the library tvorkroom that very likety set the course of my career. They were young aclLrlt books, they were bannecl. ancl I reari every one ol'them. These books full ol cluestionable ntaterial about sex. tlrugs, and antiwar protests taught me what it meant to be an American teenager in the 1970s. From Nat HentofT (1968), Judy Blume (1975), S. E. Hinton (1967), Robert Cornrier (19"7 4), and Jol-rn Donovan (I 969). I learned what was going on in the world outside my sheltered community. arrd I got some insight into the people who sat across flom me iit the lunch table. It wasn't until I went back to those books as an adult that I realizecl how much o1'my own everyday speech, expressions, thoLrght patterns, lnd values had bee n influenced by their words altd icleologies. Young adult literatr-rre exerts a powerful influence over its readers at a particularly malleable tirne in their identity formation, iind yet we still pay more critical scholarly 3r5

1 Abstract: Adapting and rebranding general market memoirs for the young adult literature market is a growing trend in the publishing world. Grounded in Critical Youth Scholarship, this study explores this trend through an analysis of two general market memoirs of Navy SEALs and their revised and repackaged youth market counterparts. Using a systematic approach we call Critical Comparative Content Analysis (CCCA), this study found that the youth adaptations were substantially altered to produce worlds stripped of complexity, offering sanitized versions of military action, heroism, and humanity. We argue that through content changes, youth readers are denied access to complex portrayals of the world, as well as questions that might arise with and through them. Instead, youth readers are constructed as needing explicit life lessons and reductive depictions of lived experience. For scholars and teachers, this study demonstrates the importance of inquiries that not only critically appro...

This article discusses the assets-based pedagogical theories used in one higher education classroom while analyzing the ways the co-authors, instructor, and students' learning process and identities were impacted by such pedagogies, lessons, and structures. We examine the ways members of the classroom community were impacted and impacting one another as a result of trialogic interactions-with one another, with multiple scholars whose pieces were read and discussed, and with/in themselves. We then offer pedagogical implications while discussing main themes that emerged from reflective discussions: grappling, citationality, and incompleteness. We frame this work as a community of learners who came to understand their own incomplete and in process growth as learners. This article details a case study for the ways projects in humanization, culturally sustaining pedagogies, and storying can be operationalized in classroom spaces to center moments of tension, grappling, and awakening. "We should see ourselves as stewards not of specific pieces of knowledge but rather of the productive and generative spaces that allow for finding knowledge."-Leigh Patel (2015, p. 79) Pedagogical practices and theories have remained largely unexplored in higher education (Bozalek, Ng'ambi, Wood, Herrington, Hardman & Amory 2014). 1 Educational research should focus on the equitable pedagogical practices instructors use in higher education classrooms that center the experiences, lived realities, tribal and cultural knowledges, and histories that students bring with them (Tachine, Cabrera & Yellow Bird 2017). Although not always the case, much of the teaching practices that occur in higher education rely on what Freire (1970) refers to as the banking style of education, where instructors/professors hold all the pertinent knowledge related to the course and their job is to transfer that knowledge to students. The assumption of the banking style of education is that students have little to no knowledge currency. Often, this results in unidirectional learning settings where instructors make knowledge deposits to students. To counteract inequitable learning settings, Webb and Alvarez (2018) argue for the importance of moving "beyond an adult-centered or institution-focused approach to social capital and wellbeing" and toward "community-building capacities and cultural agency" (p. 419) for students and instructors within schooling settings. Many pedagogical theorists have countered banking styles of education; however, the context of such research usually lies in K-12 school settings, rather than in higher education settings (K.

A Professora Doutora canadense Mavis Reimer tem uma longa e importante história como pesquisadora e professora, tendo assumido em sua carreira cargos de direção de instituições de grande relevância no Canadá e internacionalmente. Dentre esses cargos, ela preside estudos de graduação, é professora de inglês e dirige o Projeto Asiniskow Ithiniwak: Reclamation, Regeneration, and Reconciliation, na Universidade de Winnipeg. Ela foi a presidente de pesquisa canadense sobre textos e culturas a

The authors utilize Photovoice methodology to engage in an examination of the possibilities of counternarrative through the photographs, oral accounts and drawings of three inner-city youths. In the process, this article seeks to expand upon and challenge prior uses of Photovoice methodologies and Critical Youth Engagement. The authors posit the existence of an Adult-Child Imaginary which speaks to the distinction between researchers' aims for community engagement in a given project and children's desires for relationality. In the process the article suggests ways of thinking about how research listens and responds to voices of youth in creating transformative community projects. Keywords Photovoice Á Critical race theory Á Counternarrative Á Critical youth engagement Á Space and place I think it's important to help others and have done so almost my whole life. It's not wrong to help the homeless… Everyone needs help.

It is argued that social toxins present in urban environments often stunt the growth of youth living in those areas (Gabarino 1995). And because of a deficit perspective of urban youth of color, some research has tried to argue that young people coming from those upbringings both perpetuate their own demise, academically and socially, and lack the desire to change their situations (Ogbu 1978, 1991). Although this may seem to be the grim reality of young people in urban areas, similar to scholars (Solorzano and Bernal 2001; Duncan-Andrade and Morrell 2008; Cammarota and Fine, et al. 2008), I argue that low-income youth of color in urban areas actually are resilient and find ways to cope with if not transform inequitable conditions that they face on a daily-basis. In this dissertation research, I focused on the ways in which five students from a large urban high school in Los Angeles participating in the Freedom Scholars Program The dissertation of Mark A. Bautista is approved.

This article examines the participatory impact of a storytelling project on a small group of Latinx English learners in a sixth grade classroom. The storytelling project unexpectedly emerged as a positive ripple effect from a Participatory Action Research (PAR) initiative to foster civic empowerment among middle school students in an English Language Development classroom in Northern California during the 2014-2015 academic year. As the university researcher and classroom teacher worked together on the PAR project, they came to understand the importance of storytelling for this group of students and agreed to create a safe classroom space with appropriate instructional support for the students to develop and write their stories in English. Although the PAR project failed to produce an Action Plan based on students' research findings, the storytelling ripple effect from the PAR initiative had a transformative impact on the students as they constructed counter-stories to dominant discourses that marginalize and dehumanize Latinx immigrant students and their families. Through the process of writing and reading their stories aloud in English, the Latinx English learners successfully positioned themselves as resilient, hard working students who are fully capable of participating in civic programs, projects or debates with their native English speaking peers.

A Professora Doutora canadense Mavis Reimer tem uma longa e importante história como pesquisadora e professora, tendo assumido em sua carreira cargos de direção de instituições de grande relevância no Canadá e internacionalmente. Dentre esses cargos, ela preside estudos de graduação, é professora de inglês e dirige o Projeto Asiniskow Ithiniwak: Reclamation, Regeneration, and Reconciliation, na Universidade de Winnipeg. Ela foi a presidente de pesquisa canadense sobre textos e culturas a

This study considers the complexities of living a cross-cultural curriculum within the multicultural contexts of Canada through following the experience of some first generation immigrants in a project that employs the multi-dimensional space of the Internet and cyber social communities within a vocational public school in Ontario. Disrupting traditional conceptions of students' production of literacies, the project seeks to rework the boundaries that define multiculturalism as a series of homogeneous hyphenated spaces from which students who are racialized as non-white are expected to speak. Here we consider, "what is at play in the hyphen?" and "how might the networked classroom space be considered a hyph-e-nation?" To explore these questions, we begin with an overview of multicultural education in Canada. We then employ a reading of Third Spaces and quantum physics to reread how students might open up dual Third Spaces through self representations in a social networking space: first through the social network as a Third Space and second, as certain kinds of learners caught in the hyph-e-nated middle of Canadian multiculturalism in an Ontario classroom. The case studies are followed by a discussion that problematizes discourses of comparison between cultural communities of which students with many cultural Living a Curriculum of Hyph-E-Nations 92 backgrounds and experiences are members.

I would like to express my deep gratitude to my Dissertation Committee. To Dr. Barbara Love, you believed in me before I was able to believe in myself. I am so grateful for your guidance, imagination, hard work, commitment to young people, to healing, and to human liberation. Your powerful scholarship and praxis continue to inspire me and inform all of my work. To Dr. Ximena Zúñiga, thank you for challenging me to think about myself as a researcher and for being able to find organization in what felt like sheer literature review chaos. Thank you for also believing in me and for reminding me that when things get stressful, silliness is an excellent coping strategy. To Dr. Patrick Mensah, thank you for your thoughtful treatment of this dissertation. I appreciate your commitment to the integrity of this work. To my nieces, Jacoba Sage and Jasmine Rose, and to my nephew, Nicolas Bair, I dedicate this dissertation to you. I have learned so much about myself getting to be your Auntie Hachoo. Thank you for showing me what's hard, complicated, sweet, and powerful about your lives. I'm all yours, forever. To my sister, Kimberly De Jong, thank you for being willing to share your struggles, triumphs, and excellent sense of humor with me and for being excited about this work. To my mom, Joanne Feenstra, thank you for your hard work, your commitment to our survival, and your willingness to take a different path from the one that had been carved out for you. You are amazing. To everyone in the Social Justice Education program, past, present, and future, thank you for including adultism/youth oppression in your own social justice work. Thank you, Maurianne Adams and Bailey Jackson, for challenging me to think differently about how to present the issues of adultism. Thank you, Carla Wojczuk and v Julian Rowand, for dreaming with me, reading drafts, and for encouraging me to explore and include bodies of theory that were new to me. Thank you, Joanna Kent Katz, for cheering me on, for celebrating milestones with sweet notes and new earrings, and for reading my work and listening to my thinking. To Elaine Brigham and Diane Fedorchak, thank you for being my home-away-from-home and for living this work all summer long and for finding new ways to be in relationships with young people that inspire me! Thank you to

Some subjects are the unloved: the required course in academic writing, the required course in public speaking, the course in communication theory, the course in basic mathematics. This paper brings together perspectives from professors in Communication Studies, Mathematics, and Writing to consider the critical connection between communicative practice and learning, applying a networked perspective of interconnections.

A Professora Doutora canadense Mavis Reimer tem uma longa e importante história como pesquisadora e professora, tendo assumido em sua carreira cargos de direção de instituições de grande relevância no Canadá e internacionalmente. Dentre esses cargos, ela preside estudos de graduação, é professora de inglês e dirige o Projeto Asiniskow Ithiniwak: Reclamation, Regeneration, and Reconciliation, na Universidade de Winnipeg. Ela foi a presidente de pesquisa canadense sobre textos e culturas a

Poetry slam is a movement, a philosophy, a form, a genre, a game, a community, an educational device, a career path, and a gimmick. It is a multi-faced creature that means many different things to many different people. At its simplest, slam is an oral poetry competition in which poets are expected to perform their own work in front of an audience. They are then scored on the quality of their writing and performance by judges who are typically randomly selected members of the audience. The story of slam reaches across more than two decades and thousands of miles. In 1986, at the helm of “The Chicago Poetry Ensemble,” Marc Smith organized the first official poetry slam at the Green Mill in Chicago under the name of the Uptown Poetry Slam (Heintz 2006; Smith 2004). This weekly event still continues today and the Uptown Poetry Slam has become a place of pilgrimage for slam poets from across the United States and indeed the world. While it parallels poetry in remaining a somewhat margin...