Abstract
Young people from urban areas who identify as people of color and who navigate poverty are often perceived as being ‘at risk’ and in need of intervention to prevent behaviors such as delinquency and violence (Pittman, Irby, Tolman, Yohalem & Ferber, 2003; Ginwright, Cammarota, & Noguera, 2005). Furthermore, popular perceptions of youth1, are also solidified in public policy, which tends to position them as “criminals, and the cause of general civic problems” (Ginwright & Cammarota, 2002, p.82). Thus, deficit views of young people go beyond perceptions; they are also integrated in policies that impact the day to day lives of youth. In response, a growing body of scholars, researchers and activists from the field of youth development (Ginwright & Cammarota, 2002; Ginwright & James, 2002; Ginwright, Cammarota, & Noguera, 2005) are shifting attention to understanding (1) individual youth and groups of young people in relation to political and economic systems of power, and (2) how young people challenge these systems (Harvey, 2006 Lipman, 2011; Anyon, 2014). To understand how youth and their adult allies engage in resisting systematic social inequalities, I explored non-profit agencies that support Social Justice Youth Development (SJYD). Utilizing qualitative methods, I investigated how nine youth workers from three different non-profit organizations, located in one urban community, engaged youth in social justice activism.
Highlights
Researchers in the field of youth development use a variety of terms to define youth development practices
In this chapter, I outlined a review of the contemporary literature in the field of youth development that unpacks the backgrounds, roles, expertise and accountability of youth workers, and I explained the recognized youth development ideologies
I have argued that Social Justice Youth Development (SJYD) is emerging in the literature, and that there is a need for studies that investigate the experience of SJYD practices in urban areas from the perspectives of youth workers
Summary
Researchers in the field of youth development use a variety of terms to define youth development practices. I introduce People for Change by describing the location and physical space followed by background information about the organization, and I outlin how Participants support young people as they challenge education systems through (A) shared leadership roles, (B) organizing (arranging a structure of a whole group) that includes base building (recruiting more youth at each school to join the organization and/or the current campaign) and action (engaging in campaigns to create change), and (C) building informal mentor relationships with them. In this case study, (I introduce Neighborhood Arts by describing the location and physical space followed by background information about the organization, and I outline how Participants work with youth to (A) build organizational expectations and culture, (B) support artistic expression, and (C) develop artist mentor relationships. In what ways is your childhood community similar or different to the community in which you work?
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