Between Rights and Realities: Human Rights Education for Immigrant and Refugee Youth in an Urban Public High School

2017 ◽  
Vol 48 (2) ◽  
pp. 124-140 ◽  
Author(s):  
Monisha Bajaj ◽  
Melissa Canlas ◽  
Amy Argenal
Keyword(s):  
High School ◽  
Human Rights ◽  
Human Rights Education ◽  
Public High School ◽  
Refugee Youth ◽  
Immigrant And Refugee ◽  
Urban Public High School

scholarly journals Teaching Human Rights from Below: Towards Solidarity, Resistance and Social Justice

2015 ◽  
Vol 103 ◽  
pp. 38-46 ◽  
Author(s):  
Melissa Canlas ◽  
Amy Argenal ◽  
Monisha Bajaj
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Research Collaboration ◽  
Public High School ◽  
Student Centered ◽  
Pedagogical Strategies ◽  
Refugee Youth ◽  
Cultural Wealth ◽  
Critical Pedagogies ◽  
Immigrant And Refugee

In this article, we discuss our approaches, pedagogies, and practices for a weekly human rights club that serves immigrant and refugee youth.  The research team is involved in a research collaboration with a public high school in a large urban area on the West Coast.  In this article, we discuss some of our curricular and pedagogical strategies and students’ responses to lesson plans and activities that aimed to build solidarity, resistance to dominant and assimilative narratives, and action towards social justice.  Our approach focuses on intersecting a transforamtive human rights perspective with the praxes of critical pedagogies and social justice.  This article discusses a radical approach to teaching Human Rights along three key themes: student-centered human rights pedagogy, cultural wealth and HRE, and students’ articulation of human rights language into action.  

scholarly journals “College for All? These Kids Can’t Dig Ditches”: Confronting the Leadership Challenges for Justice-Based Reform in Underperforming Schools

2018 ◽  
Vol 22 (1) ◽  
pp. 95-111
Author(s):  
Randall F. Clemens
Keyword(s):  
High School ◽  
Social Justice ◽  
Low Income ◽  
Students Of Color ◽  
Change Agent ◽  
Public High School ◽  
Underperforming Schools ◽  
Low Income Students ◽  
Leadership Challenges ◽  
Urban Public High School

The case explores the challenges of school leaders to facilitate social justice–based reforms for low-income students of color who attend underperforming schools. In particular, it examines the 1st-year experiences of Principal Yolanda Lopez at Kennedy High School, an underperforming and underresourced urban public high school. Lopez is tasked with improving college access and readiness among all students. As the year progresses—and pressures mount from various stakeholders—she questions the viability of sustained reform and her own role as a change agent within a complex and often unjust system.

Making Publics: Mobilizing Audiences in High School Makerspaces

2018 ◽  
Vol 120 (8) ◽  
pp. 1-38 ◽  
Author(s):  
Amy Stornaiuolo ◽  
T. Philip Nichols
Keyword(s):  
High School ◽  
Collaborative Design ◽  
Teaching And Learning ◽  
Learning Opportunities ◽  
Media Production ◽  
Maker Movement ◽  
Public High School ◽  
Social Design ◽  
Urban Public High School ◽  
The Maker Movement

Background/Context Researchers, policy makers, and practitioners are paying increasing attention to the educational opportunities afforded by the maker movement—a growing public interested in do-it-yourself designing, remixing, and tinkering using physical and digital tools. While education research on “making” has often focused on informal learning contexts, this article examines the possibilities and tensions that surface as a new urban public high school brings making to the center of its teaching and learning. Focus of Study This research examines the learning opportunities that emerged as students engaged in their school's Media Production Makerspace. Focusing on the ways students created, remixed, and shared individual and collaborative media texts in the classroom, the study asks: What are the resources and constraints of the Media Production Makerspace's learning ecology for students from nondominant communities, and what practices, tools, and knowledge do students draw on and develop as they engage in school-based making activities and extend those to other audiences? Setting The study is situated in the Collaborative Design School, a non-selective urban public high school organized around principles of making and the maker movement. Research Design This study was a social design experiment that followed 45 high school freshmen in the Collaborative Design School's media makerspace over three design cycles during the 2014–2015 school year. Conclusions/Recommendations The study revealed that the work of cultivating and mobilizing audiences was central to young people's making activities. However, the ways these audiences were cultivated and mobilized depended on a number of historical, cultural, social, and political factors and involved significant labor by multiple stakeholders. To mobilize audiences into meaningful publics oriented toward collective action, young people needed to see themselves as civic actors who could contribute to broader public conversations and whose opinions, perspectives, and experiences mattered. In tracing the tensions that arose in this process of making publics, the authors suggest that integrating makerspaces in schools can lead to powerful learning opportunities and serve as generative routes to civic action for some students but also that makerspaces should not be positioned as panaceas that can be inserted into schools as an autonomous fix.

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