Investigating, Understanding, and Interrupting Adultism in K–12 Education Spaces: A Narrative Literature Review (Poster 45)

• In Event: Sunday Poster Session 7:45 am
  In Poster Session: Adolescence and Youth Development SIG Poster Session

Abstract

In the United States, structural hegemonies have reinforced biases against children and "childlike" behavior since the colonial era. This collection of biases, known as adultism, resulted in the systemic marginalization of youth that extends to the present day. Society's socialization to adultism is amplified in K-12 schools; however, it is an underexamined form of oppression in educational contexts. This narrative literature review explores how scholars conceptualize adultism in formal and informal education spaces. Findings indicate that dialogues about adultism in educational settings converge toward (a) highlighting methods for identifying and understanding how adultism manifests in education; and (b) advocating for approaches to interrupt adultist practices. Future education policy, research, and practice should serve to advance youth empowerment.

Author

• Casey E Hanna, Binghamton University - SUNY