Abstract
AbstractYouth workers in community‐based educational spaces often take on multiple roles in supporting young people such as mentors, cultural brokers, and educators. Youth workers' knowledge and expertise, however, are still undervalued in education. This article draws on a community‐based ethnography with DACAmented Latinx youth workers to highlight how their personal experiences with immigration and education caused arrebatos, which led to them using their facultad and conocimiento, in their community‐based pedagogical practices.
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