Connected literacies of anti-racist youth organizers

IF 0.8 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

English Teaching-Practice and Critique Pub Date : 2020-06-30 DOI:10.1108/etpc-11-2019-0161

Abigail Rombalski

引用次数: 3

Abstract

This article aims to share findings from a youth-informed study with interracial anti-racist youth activist groups in two urban high schools.,The study used mostly critical ethnographic methods.,The findings showed that the agency of youth activists amplified their literacies of love and resistance, organizing, critical teaching, and knowledge. More research is needed in English education related to youth organizing activities across contexts as youth organizing work is largely unknown or underused by educators and schools.,Overall, this research supports humanizing collectives that amplify the literacies of youth and position youth-centered education for liberation.

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反种族主义青年组织者的相关素养

本文旨在分享一项针对两所城市高中的跨种族反种族主义青年活动团体的青年知情研究的结果。这项研究主要使用了批判性的民族志方法。调查结果表明，青年积极分子的机构扩大了他们的爱与抵抗，组织，批判性教学和知识的素养。由于青年组织工作在很大程度上不为教育工作者和学校所知或未被充分利用，因此需要在英语教育方面进行更多与跨语境青年组织活动相关的研究。总体而言，本研究支持人性化的集体，扩大青年的文化素养，并定位以青年为中心的解放教育。

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

English Teaching-Practice and Critique Multiple-

CiteScore

1.40

自引率

11.10%

发文量

期刊介绍： English Teaching: Practice and Critique seeks to promote research and theory related to English literacy that is grounded in a range of contexts: classrooms, schools and wider educational constituencies. The journal has as its main focus English teaching in L1 settings. Submissions focused on EFL will be considered only if they have clear pertinence to English literacy in L1 settings. It provides a place where authors from a range of backgrounds can identify matters of common concern and thereby foster broad professional communities and networks. Where possible, English Teaching: Practice and Critique encourages comparative approaches to topics and issues. The journal published three types of manuscripts: research articles, essays (theoretical papers, reviews, and responses), and teacher narratives. Often special issues of the journal focus on distinct topics; however, unthemed manuscript submissions are always welcome and published in most issues.