The authors utilize Photovoice methodology to engage in an examination of the possibilities of counternarrative through the photographs, oral accounts and drawings of three inner-city youths. In the process, this article seeks to expand upon and challenge prior uses of Photovoice methodologies and Critical Youth Engagement. The authors posit the existence of an Adult-Child Imaginary which speaks to the distinction between researchers’ aims for community engagement in a given project and children’s desires for relationality. In the process the article suggests ways of thinking about how research listens and responds to voices of youth in creating transformative community projects.
This is a preview of subscription content, log in to check access.
Buy single article
Instant access to the full article PDF.
Price includes VAT for USA
Subscribe to journal
Immediate online access to all issues from 2019. Subscription will auto renew annually.
This is the net price. Taxes to be calculated in checkout.
Ahearn, L. (2001). Language and agency. Annual Review of Anthropology, 30, 109–137.
Bourdieu, P. (1977). Outline of a theory of practice. England: Cambridge University Press.
Burke, K. (1966). Language as symbolic action: Essays on life, literature, and method. Berkeley: University of California Press.
Butler, J. (2010). Frames of war: When is life grievable?. London: Verso.
Cargo, M., Grams, G. D., Ottoson, J. M., Ward, P., & Green, L. W. (2003). Empowerment as fostering positive youth development and citizenship. American Journal of Health Behavior, 27(Supplement 1), S66–S79.
Darling-Hammond, L. (2010). The flat world and education: How America’s commitment to equality will determine our future. New York, NY: Teachers College Press.
Delgado, R. (1989). Symposium: Legal storytelling. Michigan Law Review, 87, 2073.
Delgado, R. (2009). On telling stories in school: A reply to Farber and Sherry. In E. Taylor, D. Gillborn, & G. Ladson-Billings (Eds.), Foundations of critical race theory in education (pp. 340–348). New York: Routledge.
Delgado Bernal, D. (2002). Critical race theory, Latino critical theory, and critical raced-gendered epistemologies: Recognizing students of color as holders and creators of knowledge. Qualitative Inquiry. Retrieved April 23, 2012 from http://newsletter.ed.utah.edu/ELP/CourseMaterials/Aleman_7960/DelgadoBernal-02.
Delgado, R., & Stefancic, J. (2001). Critical race theory: An introduction. New York: New York University Press.
Delpit, L. (1995). Other people’s words. Cultural conflict in the classroom. New York, NY: New Press.
Duncan, G. (2002). Beyond love: A critical race ethnography of the schooling of adolescent black males. Equity and Excellence in Education, 35(2), 131–143.
Fisher, M. (2007). Writing in rhythm: Spoken word in urban classrooms. New York: Teachers College Press.
Fox, M., Mediratta, K., Ruglis, J., Stoudt, B., Shah, S., & Fine, M. (2010). Critical youth engagement: Participatory action research and organizing. In L. Sherrod, J. Torney-Puta, & C. Flanagan (Eds.), Handbook of research and policy on civic engagement with youth (pp. 621–650). NJ: Wiley Press.
Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Continuum.
Furstenberg, F. F., Cook, T. D., Eccles, J., Elder, G. H., & Sameroff, A. (1999). Managing to make it: Urban families and adolescent success. Chicago, IL: University of Chicago Press.
Goffman, E. (1981). Forms of talk. Philadelphia, PA: University of Pennsylvania Press.
Hill, M. L. (2009). Beats, rhymes, and classroom life: Hip-hop pedagogy and the politics of identity. New York: Teachers College Press.
Hoffman, M. (2001). Empathy and moral development: Implications for caring and justice. Cambridge, England: Cambridge University Press.
Jennings, L., & Green, J. (1999). Locating democratizing and transformative practices within classroom discourse. Journal of Classroom Interaction, 34, i–iv.
Jennings, L., Parra-Medina, D., Messias, D., & McLoughlin, K. (2006). Toward a critical social theory of youth empowerment. Journal of Community Practice, 14, 31–55.
Jones, L., Newman, L., & Irsay, D. (1997). Our America: Life and death on the south side of Chicago. New York, NY: Washington Square Press.
Katz, M. (2001). The price of citizenship: Redefining the American welfare state. New York, NY: Owl Books.
Katz, C. (2005). Lost and found: The imagined geographies of American Studies. Prospects, 30, 17–25.
Kim, S., Crutchfield, C., Williams, C., & Hepler, N. (1998). Toward a new paradigm in substance abuse and other problem behavior prevention for youth: Youth development and empowerment approach. Journal of Drug Education, 28, 1–17.
Kinloch, V. (2010). Harlem on our minds: Place, race, and the literacies of urban youth. New York, NY: Teachers College Press.
Kinloch, V. (2012). Crossing boundaries: Teaching and learning with urban youth. New York, NY: Teachers College Press.
Kirkland, D. E. (2004). Rewriting school: Critical pedagogy in the writing classroom. Journal of Teaching Writing, 21, 83–96.
Krippendorf, K. (1980). Content analysis: An introduction to its methodology Beverly Hills. CA: Sage Publications.
Ladson-Billings, G. (2009). Just what is critical race theory and what’s it doing in a nice field like education? In E. Taylor, D. Gillborn, & G. Ladson-Billings (Eds.), Foundations of critical race theory in education (pp. 17–36). New York: Routledge.
Ladson-Billings, G., & Tate, W. (1995). Toward a critical race theory of education. Teachers College Record, 97, 47–67.
Lee, C. (2007). Culture, literacy, and learning: Taking bloom in the midst of the whirlwind. New York, NY: Teachers College Press.
Lipman, P. (2011). The new political economy of urban education: Neoliberalism, race, and the right to the city. New York, NY: Routledge.
Lipsitz, G. (2007). The racialization of space and the spatialization of race: Theorizing the hidden architecture of landscape. Landscape Journal, 26, 10–23.
Lopez, E., Eng, E., Robinson, N., & Wang, C. C. (2005). Photovoice as a community-based participatory research method: A case study with African American breast cancer survivors in rural eastern North Carolina. In B. Israel, E. Eng, A. Schultz, E. Parker, & D. Satcher (Eds.), Methods in community-based participatory research for health (pp. 326–348). New York: Jossey-Bass.
McLaren, P. (1999). Schooling as a ritual performance: Toward a political economy of educational symbols and gestures. New York: Rowman & Littlefield.
Morrell, E. (2004). Becoming critical researchers. New York, NY: Peter Lang Publishers.
Rocha, E. (1997). A ladder of empowerment. Journal of the American Planning Association, 17, 31–44.
Rodriguez, D. (2006). Un/masking identity: Healing our wounded souls. Qualitative Inquiry, 12(6), 1067–1090.
Schein, R. H. (2006). (Ed.). Landscape and race in the United States. New York, NY: Routledge Taylor & Francis Group.
Solórzano, D., & Yosso, T. (2002). Critical race methodology: Counter-storytelling as an analytical framework for educational research. Qualitative Inquiry, 8, 23–44.
Steele, C. M. (2009). A threat in the air: How stereotypes shape intellectual identity and performance. In E. Taylor, D. Gillborn, & G. Ladson-Billings (Eds.), Foundations of critical race theory in education (pp. 163–189). New York: Routledge.
Usher, P. (2000). Feminist approaches to a situated ethics. In H. Simmons & R. Usher (Eds.), Situated ethics in educational research (pp. 22–38). New York: Routledge.
Wallerstein, N., Sanchez, V., & Verlarde, L. (2005). Freirian praxis in health education and community organizing: A case study of an adolescent prevention program. In M. Minkler (Ed.), Community organizing and community building for health (2nd ed.) (pp. 218–236). New Brunswick, NJ: Rutgers University Press.
Wang, C. (1999). Photovoice a participatory action research strategy applied to women’s health. Journal of Women’s Health, 8, 185–192.
Wang, C. (2003). Using photovoice as a participatory assessment and issue selection tool: A case study with the homeless in Ann Arbor. In M. Winkler & N. Wallerstein (Eds.), Community based participatory research for health (pp. 179–196). New York: Jossey-Bass.
Wang, C., & Burris, M. (1997). Photovoice: Concept, methodology, and use for participatory needs assessment. Health, Education and Behavior, 24, 369–387.
Wang, C., & Pies, C. A. (2008). Using photovoice for participatory assessment and issue selection: Lessons from a family, maternal, and child health department. In M. Minkler & N. Wallerstein (Eds.), Community-based participatory research for health: From process to outcomes (pp. 183–197). New York: Jossey-Bass.
Warneken, F., & Tomasello, M. (2009). Varieties of altruism in children and chimpanzees. Trends in Cognitive Sciences, 13(9), 397. doi:10.1016/j.tics.2009.06.008.
Wright Edelman, M. (2012). America’s public schools: Still unequal and unjust. Retrieved on April 4, 2012 from www.huffingtonpost.com/marian-wright-edelman/public-schools-minority-students_b_1408878.html.
Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8, 69–91.
Zeller-Berkman, S. (2007). Peering in: A look into reflective practices in youth participatory action research. Children, Youth and Environments, 17, 315–328.
About this article
Cite this article
Greene, S., Burke, K. & McKenna, M. Forms of Voice: Exploring the Empowerment of Youth at the Intersection of Art and Action. Urban Rev 45, 311–334 (2013). https://doi.org/10.1007/s11256-012-0228-z
- Critical race theory
- Critical youth engagement
- Space and place