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Apprenticeships in Power and Critique: How Classroom and Youth Organizing Spaces Provide Latino Youth with Opportunities for Critical Civic Development


This study explores the ways that two learning environments, located in structurally different spaces, provide low-income Latino adolescents with opportunities for critical civic development. Through two case studies, I explore the relationships between the characteristics and youth development outcomes of two critical learning sites. One of the sites is a community-based youth organizing group that addresses issues of educational injustice and the other is a high school social studies classroom with a social justice focused teacher. I highlight the characteristics of critical learning sites that promote engagement, which in turn fosters critical civic development. I examine critical civic development from an individual, site based and structural analysis. I provide a model for understanding and categorizing individual critical civic development, examine the site-based characteristics that influence youth development and explore the structural features that provided affordances and challenges to educator efforts to promote critical civic development in each site.

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