Abstract
Young activists share their experiences with the current climate of hostility toward school diversity initiatives, and toward young people in general. The author outlines a problematic lack of engagement of student activists in informing teacher education for social justice, particularly related to their undervalued role as active participants in ongoing coalitions. Excerpts from in-depth interviews with seven student participants in western Canadian schools offer new understandings on the potential of school-based activists to counter stereotypical portrayals of young people, to resist a conservative social and political climate, and to inform academic efforts around educational research and teacher education.
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