Centering Youth of Color Activism and Knowledge in the Critical Race Theory Debates

IF 1.3 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
L. Boveda, Mildred Boveda
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引用次数: 1

Abstract

Background/Context: Leah Boveda, a sophomore at Brown University, collaborated with her mother—Mildred Boveda, an intersectional studies scholar situated in special education and teacher education—to make sense of her high school community activism in Arizona. They retrace how Leah’s experiences eventually shaped her understandings of and participation in adult-centered conversations about critical race theory bans. This daughter–mother authorial team offers lessons learned from Leah’s youth mobilizations and how they may inform education research about youth activists of color. Research Design: Using an intersectionally conscious, collaborative approach and a daughtering analytical framing, the authors revisited Leah’s high school youth activism. In addition to their memories, they returned to written documents, such as a 2019 interview between Leah and a correspondent at The New York Times, her notes from a 5-minute speech presented at a CRT summit, and shared files for a panel presentation that Leah gave as an assistant “faculty” member for the July 2021 CRT Summer School. The authors consider how Leah’s youth mobilization may inform how adults—whether educators, researchers, or policymakers—engage youths of color in the CRT debates. Conclusions/Recommendations: The authors analyzed how the adults Leah collaborated with engaged youth voice, including at events where student perspectives about CRT bans were invited. In her daughtering role, Leah both appreciated and pushed the nurturing adults in her life. The authorial team unveils how youth activists of color must deal with not only racialized oppression, but also the pressure to achieve proximity to adults in order to be heard and respected.
批判种族理论辩论中的有色人种激进主义与知识青年
背景/背景:布朗大学大二学生Leah Boveda与她的母亲Mildred Boveda合作,了解她在亚利桑那州的高中社区活动。他们追溯了Leah的经历如何最终塑造了她对以成年人为中心的关于批判性种族理论禁令的对话的理解和参与。这个由女儿和母亲组成的作者团队提供了从利亚的青年动员中吸取的教训,以及他们如何为有色人种青年活动家的教育研究提供信息。研究设计:作者采用交叉意识、协作的方法和女儿式的分析框架,重新审视了Leah的高中青年激进主义。除了记忆之外,他们还回到了书面文件,比如Leah与《纽约时报》记者2019年的一次采访,她在CRT峰会上发表的5分钟演讲的笔记,以及Leah作为2021年7月CRT暑期学校助理“教员”发表的小组演讲的共享文件。作者考虑了Leah的青年动员如何告知成年人——无论是教育工作者、研究人员还是政策制定者——如何让有色人种青年参与CRT辩论。结论/建议:作者分析了成年人Leah如何与参与的青年声音合作,包括在邀请学生对CRT禁令发表看法的活动中。在女儿的角色中,Leah既欣赏又推动了她生活中有教养的成年人。作者团队揭示了有色人种青年活动家不仅必须应对种族化的压迫,还必须应对与成年人亲近的压力,以便被倾听和尊重。
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来源期刊
Teachers College Record
Teachers College Record EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.20
自引率
0.00%
发文量
89
期刊介绍: Teachers College Record (TCR) publishes the very best scholarship in all areas of the field of education. Major articles include research, analysis, and commentary covering the full range of contemporary issues in education, education policy, and the history of education. The book section contains essay reviews of new books in a specific area as well as reviews of individual books. TCR takes a deliberately expansive view of education to keep readers informed of the study of education worldwide, both inside and outside of the classroom and across the lifespan.
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