Year: 2025
Type: article
Abstract: Youth and young adults in the United States and globally increasingly envision, organize, and lead contemporary movements toward justice across a range of formal and informal contexts within and beyond schools, communities, and university campuses.In doing so, youth demonstrate their participatory, communal, lived civic engagement (e.g., Cohen et al., 2018; Watson & Knight, 2015), extending their intersectional identities across contexts of race, gender, sexuality, immigration status, language, and dis/ability.Youth have focused attention on structural and systemic racism in #BlackLivesMatter activism; urged university officials in #RhodesMustFall and #FeesMustFall protests in South Africa to decolonize curriculum, halt tuition fees, and increase government tuition funding; led marches and demonstrations for justice for International Women's Day in the Zócalo in Mexico City; protested gun violence in the March for Our Lives in Washington, DC; and supported efforts globally toward climate and environmental justice and Indigenous water rights.Youth critical engagement has prompted educators and administrators to revise curriculum, teaching, and policy across the range of formal and informal secondary and higher-education settings (Barnum & Belsha, 2020;Hall, 2015), notably since 2020 and the killing of George Floyd, and the global coronavirus pandemic raised global attention to systemic racism and social, health, and economic inequities.Yet conventional framings of service learning have rendered less visible the interplay of youths' intersectional identities, along with their social, civic, educational, and political contributions, as youth critical engagement (Brewster, 2019;Donahue, 2018;
DOI: 10.3998/mjcsl.7591
Authors: Joanne E. Marciano, Vaughn W.M. Watson
Institution: Michigan State University
Language: English
Subfield: Sociology and Political Science
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W4411445962