A Critical Civic Praxis Approach to Empowering Urban Youth Leaders in a Community-Based Organization

IF 0.8 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Education and Urban Society Pub Date : 2022-09-05 DOI:10.1177/00131245221121662

Ashley D. Domínguez, Amber Overholser, Carrie Sampson

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引用次数: 1

Abstract

Although research illustrates that community-based organizations (CBOs) offer critical support to the education of historically marginalized youth, less is known about CBOs’ role in developing youth’s critical civic praxis toward social justice. In this case study, we analyzed semi-structured interviews with youth who participated in a college preparation and social justice-focused CBO during high school in an urban community where many of them experienced profound disparities. The purpose of this study was to explore the role that CBOs play in shaping youth’s critical civic praxis during and post high school. The study findings suggest that CBOs can significantly influence youth’s commitment to social justice far beyond K-12 schooling, instilling community values such as reciprocity that reposition the pursuit of higher education as a form of social justice. We offer implications for CBOs who serve historically marginalized youth, whose commitment to improving educational opportunities include social justice for youth and their surrounding communities.

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在社区组织中赋予城市青年领袖权力的关键公民实践方法

虽然研究表明社区组织(cbo)对历史上被边缘化的青年的教育提供了重要的支持，但对社区组织在发展青年对社会正义的批判性公民实践中的作用知之甚少。在本案例研究中，我们分析了对参加大学准备和以社会正义为重点的高中CBO的年轻人的半结构化访谈，其中许多人在城市社区经历了深刻的差异。本研究的目的是探讨cbo在高中及高中后对青少年批判性公民实践的影响。研究结果表明，cbo可以显著影响青少年对社会正义的承诺，远远超出K-12学校教育，灌输互惠等社区价值观，将追求高等教育重新定位为社会正义的一种形式。我们为那些服务于历史上被边缘化的青年的cbo提供了启示，他们致力于改善教育机会，包括为青年及其周围社区提供社会正义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Education and Urban Society Multiple-

CiteScore

3.00

自引率

8.30%

发文量

期刊介绍： Education and Urban Society (EUS) is a multidisciplinary journal that examines the role of education as a social institution in an increasingly urban and multicultural society. To this end, EUS publishes articles exploring the functions of educational institutions, policies, and processes in light of national concerns for improving the environment of urban schools that seek to provide equal educational opportunities for all students. EUS welcomes articles based on practice and research with an explicit urban context or component that examine the role of education from a variety of perspectives including, but not limited to, those based on empirical analyses, action research, and ethnographic perspectives as well as those that view education from philosophical, historical, policy, and/or legal points of view.lyses.