Bertrand, M., Brooks, M. D., & Domínguez, A. D. (2020). Challenging Adultism: Centering Youth as Educational Decision Makers.               Urban Education. https://doi.org/10.1177/0042085920959135

“Grounded in the concept of adultism and the tradition of storytelling, we address the following question: How can educational researchers and practitioners challenge the adultism that constrains youth’s participation in school- and district-level educational decision-making? We share stories about our experiences in urban schools, considering adultism at the interactional, institutional, and curricular levels.”

 

Oto, R. (2023). “This is for us, not them”: Troubling adultism through a pedagogy of solidarity in youth organizing and activism.                   Theory & Research in Social Education, 1-29.

“This article explores how young people organize and enact democratic practices within youth-mediated contexts in schools by examining the pedagogy of solidarity that adults must enact to support youths’ visions of democratic life. This qualitative study examines youth organizers’ response to the murder of a Black man in their community and how adults acted in solidarity or against their civic action.”

 

Keri DeJong & Barbara J. Love (2015) Youth Oppression as a Technology of Colonialism: Conceptual Frameworks and Possibilities for         Social Justice Education

Youth oppression is a facet of liberation work that is both deeply understudied, and often overlooked in conversations about educational justice. Yet the ways in which youth oppression and colonialism, white supremacy culture, and the school to prison pipeline are intertwined represent a critical nexus of power in need of exploration by educators and adults. In this piece, DeJong and Love offer a foundational primer for understanding this nexus, as well as implications for practice.