American Apartheid: Segregation and the Making of the Underclass. Douglas S. Massey , Nancy A. Denton

It comes as something ofa surprise to reflect that the New York Review ofBooks is now over twenty years old. Even people of my generation (that is, old enough to remember the revolutionary 196os but not young enough to have taken a very exciting part in them) think of the paper as eternally youthful. In fact, it has gone through years of relatively quiet life, yet, as always in a competitive journalistic market, it is the controversies that attract the interest of the reader and to which the history (especially an admittedly impressionistic survey that tries to include something of the intellectual context in which a journal has operated) must give some attention. Not all the attacks which the New York Review has attracted, both early in its career and more recently, are worth more than a brief summary. What do we now make, for example, of Richard Kostelanetz's forthright accusation that 'The New York Review was from its origins destined to publicize Random House's (and especially [Jason] Epstein's) books and writers'?1 Well, simply that, even if the statistics bear out the charge (and Kostelanetz provides some suggestive evidence to support it, at least with respect to some early issues), there is nothing surprising in a market economy about a publisher trying to push his books through the pages of a journal edited by his friends. True, the New York Review has not had room to review more than around fifteen books in each issue and there could be a bias in the selection of

http://www.jstor.org/stable/pdfplus/3507774.pdf

The New York Review of Books

Affirming Diversity: The Sociopolitical Context of Multicultural Education

Seventeen years ago Gloria Ladson-Billings (1995) published the landmark article “Toward a Theory of Culturally Relevant Pedagogy,” giving a coherent theoretical statement for resource pedagogies that had been building throughout the 1970s and 1980s. I, like countless teachers and university-based researchers, have been inspired by what it means to make teaching and learning relevant and responsive to the languages, literacies, and cultural practices of students across categories of difference and (in)equality. Recently, however, I have begun to question if the terms “relevant” and “responsive” are really descriptive of much of the teaching and research founded upon them and, more importantly, if they go far enough in their orientation to the languages and literacies and other cultural practices of communities marginalized by systemic inequalities to ensure the valuing and maintenance of our multiethnic and multilingual society. In this essay, I offer the term and stance of culturally sustaining pedagogy ...

Culturally Sustaining Pedagogy A Needed Change in Stance, Terminology, and Practice

Subtractive Schooling: US-Mexican Youth and the Politics of Caring: A. Valenzuela

Revolutionizing Education: Youth participatory action research in motion , Revolutionizing Education: Youth participatory action research in motion , کتابخانه مرکزی دانشگاه علوم پزشکی تهران

/pdf/revolutionizing-education-youth-participatory-action-1agvl02yyc.pdf

Revolutionizing Education: Youth participatory action research in motion

Section 1: Reframing Youth Resistance: Building Theories of Youth Activism 1. Beyond Policy: Ideology, Race and the Re-imagining of Youth 2. Examining Youth Organizing and Identity-Support: Two Civic Activist Approaches for Engaging Youth in Social Justice 3. Teaching and Learning in Youth Activism: A Case for Youth-Centered Apprenticeships 4. Sociopolitical Development: The Missing Link in Research and Policy on Adolescents 5. The Racial Dimensions of Social Capital: Towards a New Understanding of Youth Empowerment & Community Organizing in America's Urban Core Section 2: Learning for Justice: Innovative Pedagogies for Justice in Schools 6. From Hunger Strike to High School: Youth Development, Social Justice and School Formation 7. Youth Initiated Research as a Tool for Advocacy and Change in Urban Schools 8. 'Best of Both Worlds': Youth Poetry as Social Critique and Form of Empowerment 9. Urban Youth, Media Literacy, and Increased Critical Civic Participation Section 3: Street Corner Democracy: Youth, Civil Society and Community Change 10. From Hip Hop to Humanization: Cafe Teatro Batey Urbano, Latino Youth Culture and Community Action 11. Participation in Social Change: Shifting Adolescents' Developmental Pathways 12. Youth of Color Movement for Juvenile Justice 13. 'Taking Their Own Power': Urban Youth, Community-Based Youth Organizations, and Public Efficacy 14. Taking Charge in Lake Wobegon: Youth, Social Justice, and Anti-Racist Organizing in the Twin Cities Section 4: Perspectives on Youth Civic Engagement and Youth Policies 15. Researching and Resisting: Democratic Policy Research By and For Youth 16. Promoting Citizenship and Activism in Today's Youth, Lonnie Sherrod 17. Youth Policy and Institutional Change 18. Youth Participation for Educational Reform in Low-Income Communities of Colors Conclusion: Youth Agency, Resistance, and Civic Activism: the Public Commitment to Social Justice

Beyond Resistance! : youth activism and community change : new democratic possibilities for practice and policy for America's youth

Toward a Social Justice Model of Youth Development POPULAR NOTIONS OF URBAN YOUTH HAVE LED THE PUBLIC TO BELIEVE THAT YOUNG people create more problems than possibilities. This idea is most evident in public policy that tends to view them as delinquents, criminals, and the cause of general civic problems. For example, in California, the passage of the Juvenile Justice Crime Bill (Proposition 21), which allows courts to try juveniles as adults, and other similar measures across the nation demonstrate how public policy reflects a fear of urban youth. Central to these initiatives is the notion that young people, particularly urban youth of color, are a menace to society and therefore need to be controlled and contained. The "get tough on youth" crime discourse has turned our attention from the powerful social forces and structural barriers that create and maintain problems to explanations of group behavior. As a result, researchers and practitioners have not paid serious attention to the impact of racism, the influence of poverty, and the effect of unemployment and instead have favored explanations of urban youth problems that focus on individual and! or group pathologies. The limits of current youth development models are bound by an inability to examine the complex social, economic, and political forces that bear on the lives of urban youth. A discussion of these forces is particularly important for youth who struggle with issues of identity, racism, sexism, police brutality, and poverty that are supported by unjust economic policies. For example, in 1997, although minority youth represent only 34% of the U.S. population, they comprised 62% of incarcerated youth. Additionally, African American youth are six times more likely to be incarcerated and receive longer sentences than do their white counterparts. Youth of color bear the brunt of discriminatory sentencing practices, and they have few educational and economic opportunities. In California, for example, Proposition 187 attempts to deny undocumented immigrants public benefits; Proposition 209 bans affirmative action policies; Proposition 227 bans bilingual education; and Proposition 21 gives courts greater authority to se ntence youth, as young as 14, as adults. These state actions seriously impede the life chances that once were available to urban youth of color. (1) This assault on youth of color treats individuals, families, and communities as the causes of their own problems and does not adequately address the most significant problems facing urban youth. Policymakers, educators, and youth workers must pay greater attention to how young people navigate racism, poverty, and unemployment in their communities. To understand these challenges, we must look beyond the narrow parameters of individual, family, or community behavior. Developing effective policy requires a thorough examination of the larger economic, social, and cultural forces that bear upon the actions, behaviors, experiences, and choices for urban youth. This article presents a youth development model that demonstrates how these extrinsic societal forces significantly influence the day-to-day lives of urban youth and argues that our knowledge of their experience must be developed in three ways. First, the lives of urban youth are conceptualized within the terrain of the changing political, economic, and social landscape where they and their families struggle for economic survival, sustainability, and mobility. Second, we recognize how urban youth define, negotiate, and struggle for their identities in oppressive environments. Third, we explore how they, with an awareness of social justice, respond to forces that deem them powerless, develop a sophisticated knowledge of the root causes of social problems, and generate unique ways to contend with the larger political forces. We argue that an effective approach for working with urban youth is through a social justice framework, which accounts for the multiple forms of oppression youth encounter and highlights th e strategies they use to address inequities plaguing their communities. …

/pdf/new-terrain-in-youth-development-the-promise-of-a-social-3hhr3e2sm0.pdf

New Terrain in Youth Development: The Promise of a Social Justice Approach

Research on African‐American and Latina/o youth has been dominated by studies that focus on ‘problem’ adolescent behavior. Typically, they explain youth crime, delinquency, and violence as individual pathological behavior or cultural adaptations stemming from social disorganization in their communities. This article argues for a more nuanced understanding of the relationship between youth‐serving organizations and youth agency in urban communities, which can avoid the pitfall of focusing on the most egregious activities among youth. Rather, it is argued that African‐American and Latina/o youth respond to community and school conditions through civic engagement facilitated by community‐based organizations. Urban youth collectively respond to community and school problems through youth organizing, spoken word, volunteering, and participation in civic affairs. Organizations in urban communities can provide youth with opportunities to develop critical civic praxis through engagement with ideas, social network...

Youth activism in the urban community: learning critical civic praxis within community organizations

Youth Participatory Action Research: A Pedagogy for Transformational Resistance

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