Opening spaces of restoration for youth through community-engaged critical literacy practices
Purpose: The purpose of this paper is to explore how critical literacy practices within a community youth program opened spaces for restoration for youth. In turn, youth created civic conversations about race, juvenile justice and school discipline inequities to enact change within their community.
Design/methodology/approach: This qualitative study used ethnographic methods such as interviews and observation to collect data from youth, community members and adults who run the youth center. Data were analyzed using constant comparative analysis.
Findings: Youth created spaces of restoration by reclaiming historicized narratives about themselves, their families and their community. Youth engaged critical literacy practices to explore their own identity, critique inequality in their community and work as community organizers to lead adults in conversations for change.
Originality/value: This paper explores how critical literacy practices have restorative value when youth use them in authentic ways to research community problems and work for change.
Critical literacy, Literacy and identity, Writing
Hadley, Heidi Lyn, Kevin J. Burke, and William Terrell Wright. "Opening spaces of restoration for youth through community-engaged critical literacy practices." English Teaching: Practice & Critique (2019).