Whose Knowledge Is Valued in Public? Taking a Critical Intersectional Approach to Youth Civic Reasoning

Session Type: Symposium

Abstract

This symposium interrogates who gets to define the public good in education and society and advocates for more critical and expansive models of historical and civic reasoning that welcome a more diverse group of stakeholders and perspectives into democratic dialogue. The papers in this session offer intersectional theoretical approaches that insist upon honoring the ways of knowing of minoritized communities and making justice and liberation the aims of educational research and classroom teaching and learning. Presenters will highlight the ways that young people are asserting their identities, experiences, and epistemologies to challenge the norms of academic and civic discourse and how research can amplify their narratives as they point the way toward a more inclusive public sphere.

Sub Unit

• Division G - Social Context of Education / Division G - Section 2: Differences and Intersectionalities

Chair

• Jane C Lo, Michigan State University

Papers

• When Did We Decide History Is Not Critical? - Maribel Santiago, University of Washington - Seattle

• Queer and Racialized Paranoia: Civic Reasoning From Marginalized Publics - Tadashi Dozono, California State University - Channel Islands

• Beyond Pro and Con: Critical Performance Debate and the Reimagining of Civic Reasoning - Jenna Shumsky, New York City Department of Education; Nicole Mirra, Rutgers University

• Adolescent Civic Discourse Across Physical Spaces and Virtual Platforms - Miroslav Suzara, Stanford University; Stephanie Robillard, Stanford University; Antero Garcia, Stanford University

Discussant

• John S. Rogers, University of California - Los Angeles