Dis-Placing Place-Making: How African-American and Immigrant Youth Realize Their Rights to the City

Autor/inn/en	Taylor, Katie Headrick; Silvis, Deborah; Bell, Adam
Titel	Dis-Placing Place-Making: How African-American and Immigrant Youth Realize Their Rights to the City
Quelle	In: Learning, Media and Technology, 43 (2018) 4, S.451-468 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Taylor, Katie Headrick)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
DOI	10.1080/17439884.2018.1526804
Schlagwörter	Immigrants; Youth; African Americans; Urban Areas; Urban Youth; STEM Education; Art Education; African American Students; Community Programs; Youth Programs; Telecommunications; Power Structure; Civil Rights; Social Bias; Racial Bias; Photography; Handheld Devices; High School Students; Geographic Information Systems; Video Technology + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Jugend; Jugendlicher; Jugendalter; Afroamerikaner; Urban area; Stadtregion; Urban areas; Youth; Stadt; STEM; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; African Americans; Student; Students; Schüler; Schülerin; Studentin; Jugendsofortprogramm; Telekommunikationstechnik; Bürgerrechte; Grundrechte; Zivilrecht; Racial discrimination; Rassismus; Fotografie; High school; High schools; Oberschule
Abstract	Notions of place-making assume that individuals and groups of people have legitimate 'rights to the city.' This paper unsettles these notions to incorporate the politically and legally tenuous relationships African-American and Immigrant youth have to their cities. We describe a community-based digital STEAM curriculum called Mobile City Science that invited youth to engage in place-making efforts using mobile and location-aware technologies. The design study relied on a contradiction that is fundamental to youth place-making in an era of white nationalism: for African-American and Immigrant youth to engage power structures in community development processes, they had to engage in a series of "dis-placements" that removed them from embodied experiences and in-location perceptions of their communities. "Self-censoring," "witnessing," "historicizing," and "re-veiwing" were all examples of dis-placements youth enacted to speak truth to power with digital and mobile tools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01