https://link.springer.com/content/pdf/10.2307/3343529.pdf

Making Ends Meet: How Single Mothers Survive Welfare and Low-Wage Work

1. Markets, Standards, God, and Inequality. Introduction. Joseph's Story. Conservative Agendas. Mapping the Right. Contested Freedom. Marketizing the World. Restoring. Cultural Order. Church and State. Economics and religion. Managerialism. Analyzing Conservative Modernization. 2. Whose Markets, Whose Knowledge? Introduction. Neoliberalism: Schooling, Choice, and Democracy. Neoconservatism: Teaching "Real Knowledge". Authoritarian Populism: Schooling as God Wanted It. The Professional and Managerial New Middle Class: More Testing, More Often 3. Producing Inequalities: Conservative Modernization in Policy and Practice. Gritty Materialities. Right Turn. New Markets, Old Traditions. Markets and Performance. National Standards, National Curriculum, and National Testing. Creating Educational Triage. Thinking Strategically. 4. Who "No Child Left Behind" Leaves Behind: Class and Race in Audit Cultures. Introduction: What No Child Left Behind Has Given Us. Accountability and Inequality. Changing Commonsense and the Growth of Audit Cultures. New Managerialism in Class Terms. The Dispossessed and Support for Audit Cultures and Markets. On Possibilities. Workable Alternatives. Being Honest About Educational Reform. 5. Endangered Christianity. Darwin, God, and Evil. Secular Dangers. From Insiders to Outsiders. Southern Cross. 6. God, Morality, and Markets. Bringing God to the World. Politics and the Clergy. The Electronic Clergy. A Christian Nation and Free Speech. Godless Schools. We Are Not Doing Anything Different. The Structures of Feeling of Authoritarian Populism. How Can Hate Seem So Nice. Turning Straw Into Gold. 7. Away with all Teachers: The Cultural Politics of Home Schooling. Situating Home Schooling. Satan's Threat and the Fortress Home. Attacking the State. Public and Private. Conclusion. 8. Inside Home Schooling: Gender, Technology, and Curriculum. Introduction. Resources and the Realities of Social Movements. Technology and the Growth of Home Schooling. Understanding Social Movements. Technology and Doing Home Schooling. Home Schooling as Gendered Labor. Solving Contradictions. Marketing God. Emotional Labor and the Daily Life of Curriculum and Teaching in the Home. Conclusion: Children and Living the "Right" Life. 9. Righting Wrongs and Interrupting the Right. Culture Counts Contradictory Reforms. "Racing" Toward Educational Reform. Making Challenges Public. Thinking Heretically. Can Alliances be Built Across the Religious and Secular Divide?. Making Critical Educational Practices Practical. Hope as a Resource

Educating the “Right” Way: Markets, Standards, God, and Inequality (Chinese translation).: Apple, M.

Culturally responsive school leadership (CRSL) has become important to research on culturally responsive education, reform, and social justice education. This comprehensive review provides a framework for the expanding body of literature that seeks to make not only teaching, but rather the entire school environment, responsive to the schooling needs of minoritized students. Based on the literature, we frame the discussion around clarifying strands—critical self-awareness, CRSL and teacher preparation, CRSL and school environments, and CRSL and community advocacy. We then outline specific CRSL behaviors that center inclusion, equity, advocacy, and social justice in school. Pulling from literature on leadership, social justice, culturally relevant schooling, and students/communities of color, we describe five specific expressions of CRSL found in unique communities. Finally, we reflect on the continued promise and implications of CRSL.

Culturally Responsive School Leadership

There is an emerging body of literature advocating a "critical" approach to community service learning with an explicit social justice aim. A social change orientation, working to redistribute power, and developing authentic relationships are most often cited in the literature as points of departure from traditional service-learning. This literature review unpacks these distinguishing elements. ********** A growing segment of the service-learning literature in higher education assumes that community service linked to classroom learning is inherently connected to concerns of social justice (Delve, Mintz, & Stewart, 1990; Jacoby, 1996; Rosenberger, 2000; Wade, 2000; 2001; Warren, 1998). At the same time, there is an emerging body of literature arguing that the traditional service-learning approach is not enough (Brown, 2001; Butin, 2005; Cipolle, 2004; Marullo, 1999; Robinson 2000a, 2000b; Walker, 2000). This literature advocates a "critical" approach to community service learning with an explicit aim toward social justice. Referencing the service-learning literature, I unpack the elements that distinguish a critical service-learning pedagogy. In reviewing the literature, I was challenged by an unspoken debate that seemed to divide service-learning into two camps--a traditional approach that emphasizes service without attention to systems of inequality, and a critical approach that is unapologetic in its aim to dismantle structures of injustice. The three elements most often cited in the literature as points of departure in the two approaches are working to redistribute power amongst all participants in the service-learning relationship, developing authentic relationships in the classroom and in the community, and working from a social change perspective. I wanted to understand and make clear the differences in these approaches and what they might look like in practice. How might the curriculum, experiences, and outcomes of a critical service-learning course differ from a traditional service-learning course? The critical approach re-imagines the roles of community members, students, and faculty in the service-learning experience. The goal, ultimately, is to deconstruct systems of power so the need for service and the inequalities that create and sustain them are dismantled. This article uses perspectives from the literature to uncover and explicate the meaning of a critical service-learning view. In discussing each of the three distinguishing elements of the critical service-learning approach, I examine the classroom and community components. Traditional vs. Critical Service-Learning Community service learning "serves as a vehicle for connecting students and institutions to their communities and the larger social good, while at the same time instilling in students the values of community and social responsibility" (Neururer & Rhoads, 1998, p. 321). Because service-learning as a pedagogy and practice varies greatly across educators and institutions, it is difficult to create a definition that elicits consensus amongst practitioners (Bickford & Reynolds, 2002; Butin, 2005; Kendall, 1990; Liu, 1995; Varlotta, 1997a). However, I use the terms service-learning and community service learning to define a community service action tied to learning goals and ongoing reflection about the experience (Jacoby, 1996). The learning in service-learning results from the connections students make between their community experiences and course themes (Zivi, 1997). Through their community service, students become active learners, bringing skills and information from community work and integrating them with the theory and curriculum of the classroom to produce new knowledge. At the same time, students' classroom learning informs their service in the community. Research heralds traditional service-learning programs for their transformative nature--producing students who are more tolerant, altruistic, and culturally aware; who have stronger leadership and communication skills; and who (albeit marginally) earn higher grade point averages and have stronger critical thinking skills than their non-service-learning counterparts (Astin & Sax, 1998; Densmore, 2000; Eyler & Giles, 1999; Kezar, 2002; Markus, Howard, & King, 1993). …

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Traditional vs. Critical Service-Learning: Engaging the Literature to Differentiate Two Models

Summary Constance Flanagan and Peter Levine survey research on civic engagement among U.S. adolescents and young adults. Civic engagement, they say, is important both for the functioning of democracies and for the growth and maturation it encourages in young adults, but opportunities for civic engagement are not evenly distributed by social class or race and ethnicity.

/pdf/civic-engagement-and-the-transition-to-adulthood-38534qmhmq.pdf

Civic Engagement and the Transition to Adulthood

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. …

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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

Hope and Healing in Urban Education proposes a new movement of healing justice to repair the damage done by the erosion of hope resulting from structural violence in urban communities. Drawing on ethnographic case studies from around the country, this book chronicles how teacher activists employ healing strategies in stressed schools and community organizations, and work to reverse negative impacts on academic achievement and civic engagement, supporting their students to become powerful civic actors. The book argues that healing a community is a form of political action, and emphasizes the need to place healing and hope at the center of our educational and political strategies. At once a bold, revealing, and nuanced look at troubled urban communities as well as the teacher activists and community members working to reverse the damage done by generations of oppression, Hope and Healing in Urban Education examines how social change can be enacted from within to restore a sense of hope to besieged communities and counteract the effects of poverty, violence, and hopelessness.

Hope and Healing in Urban Education: How Urban Activists and Teachers are Reclaiming Matters of the Heart

This article argues for a nuanced understanding of how Black youth respond, resist, and work to transform school and community conditions. It posits that community-based organizations in Black communities provide Black youth with critical social capital, which consists of intergenerational ties that cultivate expectations and opportunities for Black youth to engage in community change activities. Data for this study were collected from 3 years (October 2000—December 2003) of participant observation and interviews of 15 Black youth who were members of Leadership Excellence, a small community-based organization in Oakland, California. This study demonstrates how critical social capital is facilitated by challenging negative concepts about Black youth in public policy, cultivated by strengthening racial and cultural identity among Black youth, and sustained through ties with adult community members who help youth frame personal struggles as political issues.

/pdf/black-youth-activism-and-the-role-of-critical-social-capital-pm2c3v0t6r.pdf

Black Youth Activism and the Role of Critical Social Capital in Black Community Organizations

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