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John L. Dart Library
9 a.m. - 6 p.m.
Phone: (843) 722-7550
West Ashley Library
9 a.m. - 6 p.m.
Phone: (843) 766-6635
Folly Beach Library
9 a.m. - 1 p.m.
Phone: (843) 588-2001
Edgar Allan Poe/Sullivan's Island Library
Closed for renovations
Phone: (843) 883-3914
Wando Mount Pleasant Library
9 a.m. - 6 p.m.
Phone: (843) 805-6888
Village Library
9 a.m. - 6 p.m.
Phone: (843) 884-9741
St. Paul's/Hollywood Library
9 a.m. - 6 p.m.
Phone: (843) 889-3300
Otranto Road Library
9 a.m. - 6 p.m.
Phone: (843) 572-4094
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McClellanville Library
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Keith Summey North Charleston Library
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John's Island Library
9 a.m. - 6 p.m.
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Hurd/St. Andrews Library
9 a.m. - 6 p.m.
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Miss Jane's Building (Edisto Library Temporary Location)
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Dorchester Road Library
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Phone: (843) 552-6466
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Phone: (843) 805-6930
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Creating Spaces of Engagement: Exploring High School Youth's Voices in Reshaping the Social Justice Curriculum
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- Author(s): Shuyuan Liu (ORCID
Shuyuan Liu (ORCID 0000-0002-8614-8529 ); Kenneth Gyamerah (ORCIDKenneth Gyamerah (ORCID 0000-0001-9910-0156 ); Claire Ahn (ORCIDClaire Ahn (ORCID 0000-0001-7568-3473 ); Thashika Pillay (ORCIDThashika Pillay (ORCID 0000-0001-8917-0900 )- Language:
English- Source:
Journal of Teaching and Learning. 2024 18(1):75-92.- Publication Date:
2024- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: Journal of Teaching and Learning. 401 Sunset Ave. Faculty of Education, University of Windsor, Windsor, Ontario, Canada N9B 3P4. Tel: 519-253-3000 Ext. 4068; e-mail: [email protected]; Web site: https://ojs.uwindsor.ca/index.php/JTL
- Peer Reviewed: Y
- Source: 18
- Education Level: High Schools
Secondary Education - Subject Terms:
- Subject Terms:
- ISSN: 1492-1154
1911-8279 - Abstract: The current structure of formal education makes it difficult for teachers and students to hold meaningful conversations to support high-school youth's meaning-making of critical social-justice issues. This paper presents data on three high-school youth's knowledge and experiences with social justice issues during the pandemic. Specifically, the paper aims to explore how youth construct knowledge and counter dominant discourses through utilizing informal learning spaces, such as social media platforms, peer and family conversations, as well as personal encounters. In addition, and more importantly, an exploration of how formal education can incorporate social-justice issues into the curriculum is considered. The analysis of these high school youth's interview conversations presents their diverging needs to learn about social-justice topics in both formal and informal learning contexts. The data also illustrates the power of their voices in a way that could inform future curriculum development. Discussions and implications highlight the possibility of creating such ethical spaces in formal education to engage in social-justice topics.
- Abstract: As Provided
- Publication Date: 2024
- Accession Number: EJ1429027
- Availability:
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