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ERIC Number: EJ1197204
Record Type: Journal
Publication Date: 2018
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1743-9884
EISSN: N/A
Dis-Placing Place-Making: How African-American and Immigrant Youth Realize Their Rights to the City
Taylor, Katie Headrick; Silvis, Deborah; Bell, Adam
Learning, Media and Technology, v43 n4 p451-468 2018
Notions of place-making assume that individuals and groups of people have legitimate 'rights to the city.' This paper unsettles these notions to incorporate the politically and legally tenuous relationships African-American and Immigrant youth have to their cities. We describe a community-based digital STEAM curriculum called Mobile City Science that invited youth to engage in place-making efforts using mobile and location-aware technologies. The design study relied on a contradiction that is fundamental to youth place-making in an era of white nationalism: for African-American and Immigrant youth to engage power structures in community development processes, they had to engage in a series of "dis-placements" that removed them from embodied experiences and in-location perceptions of their communities. "Self-censoring," "witnessing," "historicizing," and "re-veiwing" were all examples of dis-placements youth enacted to speak truth to power with digital and mobile tools.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1645102