{"title":"Disrupting Educational Inequalities Through Youth Digital Activism","authors":"A. Stornaiuolo, E. E. Thomas","doi":"10.3102/0091732X16687973","DOIUrl":null,"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":null,"pages":null},"PeriodicalIF":2.4000,"publicationDate":"2017-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X16687973","citationCount":"66","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Review of Research in Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.3102/0091732X16687973","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 66
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.
期刊介绍:
Review of Research in Education (RRE), published annually since 1973 (approximately 416 pp./volume year), provides an overview and descriptive analysis of selected topics of relevant research literature through critical and synthesizing essays. Articles are usually solicited for specific RRE issues. There may also be calls for papers. RRE promotes discussion and controversy about research problems in addition to pulling together and summarizing the work in a field.