Centering Student Voice: A Case Study of SEAT Advocacy Day

• In Event: From Classroom to Capitol: Critical Pedagogy and Praxis Under State Repression

Abstract

Objectives:
This presentation highlights the work of Students Engaged in Advancing Texas (SEAT), a student-led organization dedicated to amplifying youth voice across educational and political contexts. Through a case study of SEAT Advocacy Day at the Texas State Capitol, we examine how structured policy engagement cultivates students’ identities as advocates, deepens their critical consciousness, and provides tools to influence public policy. We explore the following questions:
What impact does SEAT Advocacy Day have on students’ self-efficacy and political identity?


How do prior curricular experiences shape students’ readiness for civic action?


How might educators adapt similar models to counteract harmful political narratives in schools?
Theoretical Framework:
Grounded in Westheimer and Kahne’s (2004) framework for civic education, we position this work within the “justice-oriented citizen” model, one that emphasizes critical analysis of systemic injustice and collective action. We also draw on Freire’s (1996) notion of praxis and Giroux’s (2015) concept of civic agency, both of which frame education as a political project and a site of resistance. In a climate where democratic practices are being curtailed, particularly in states like Texas, youth often turn to organizing outside schools. Drawing from traditions of youth activism (Fine & Torre, 2004), we argue that youth-led movements are essential when experiential civics education is restricted by law.


Methods

Using a qualitative case study approach, we followed 15 high school students during SEAT Advocacy Day. Data collection included ethnographic observations of preparation workshops, student-generated reflections, semi-structured interviews, and surveys. We also analyzed organizational artifacts such as mentorship protocols, workshop materials, and advocacy toolkits.

Data collection

Primary data sources include qualitative and quantitative data, including ethnographic observations, transcriptions of group interviews, personal reflections, and student surveys. Additional data includes artifacts from SEAT, including workshop materials, mentoring protocols, student-created advocacy materials, and follow-up programs to engage high school students.

Results & Conclusions
Preliminary analysis suggests that participating in SEAT Advocacy Day significantly enhanced students’ political efficacy, civic agency, and public voice. One student reflected, “The action and power is in the hands of students... this event was living proof that our generation will undo the issues sustained by the past.” Students reported a heightened sense of political identity, an expanded understanding of power, and a stronger belief in their ability to enact change.

Scholarly Significance

This research contributes to growing scholarship on youth civic engagement and the development of critical consciousness. It offers practical insight into how educators can incorporate advocacy into classroom settings --even within restrictive policy environments --and highlights the transformative potential of youth-led political action.

Authors

• Yvette Helena Pena Cook, Trinity University

• Cameron Samuels, Students Engaged in Advancing Texas

• Christianna Thomas, Students Engaged in Advancing Texas