Abstract
This ethnographic, instrumental case study (Stake 2003) of an atypical youth apprenticeship draws on sociocultural and critical theoretical lenses. Findings reveal that during an eight‐month cycle, a paid apprenticeship provided a fertile context for 20 low‐income, ethnically diverse, older youths to explore, reflect upon, compose, photograph, and ultimately publish their communities and worlds. These findings point toward a potential to deepen and broaden the theoretical perspective through which mainstream youth development is conceived. The author argues that adults' guided participation and youths' systematic engagement with multimodal literacies as identity work is a successful recipe for promoting critical youth development'a notion of youth development that not only acknowledges but also encourages youths' reflection on the intersection of race, class, gender, and power.
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