ABSTRACT Working with a community-based organization, we engaged middle school youth in mapping the realities of and dreams for their neighborhoods. We document the process we used to guide youth reflection on themselves as learners and, more specifically, detail our discoveries about their schools as learning places. Using critical literacy as a frame, we assert that youth insights about the physical, relational, and agentive environments of school reveal that they were able to read themselves as products of their community “text” in ways supported by scholarly understandings of educational inequity. This advanced and legitimized youth representation in our university-school-community partnership effort.

中文翻译：

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青年对话和教育可能性设计：在社区发展中激发青年声音

摘要 我们与一个社区组织合作，让中学生参与绘制他们社区的现实和梦想。我们记录了我们用来引导青年反思自己作为学习者的过程，更具体地说，详细介绍了我们对作为学习场所的学校的发现。使用批判性素养作为框架，我们断言青年对学校物理、关系和代理环境的洞察表明，他们能够以学术对教育不平等的理解支持的方式将自己阅读为社区“文本”的产物。在我们的大学-学校-社区伙伴关系努力中，这种先进和合法的青年代表。