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"Challenging the assumption that access to technology is pervasive and globally balanced, this book explores the real and potential limitations placed on young people's literacy education by their limited access to technology and digital resources. Drawing on research studies from around the globe, Stories from Inequity to Justice in Literacy Education identifies social, economic, racial, political and geographical factors which can limit populations' access to technology, and outlines the negative, sometimes hidden impacts this can have on young people's lives. Reflecting macro, meso and micro inequities, chapters highlight complex issues surrounding the productive use of technology and young peoples' creative and dynamic mobilization of multimodal practices to make meaning. The collection illustrates how digital divides might be remedied to resolve inequities in learning environments and beyond. Contesting the digital divides which are implicitly embedded in aspects of everyday life and learning, this book will be of great interest to researchers and post-graduate academics in the field of literacy education"--

Cover -- Half Title -- Series Page -- Title -- Copyright -- Contents -- List of Figures -- List of Tables -- List of Contributors -- Acknowledgements -- 1 Introduction: Moving Stories of Inequity to Stories of Justice -- SECTION 1: Macro Perspectives: Big Gaps, Divides, and Inequities -- 2 Searching for Mermaids: Access, Capital, and the Digital Divide in a Rural South African Primary School -- 3 Divided Digital Practices: A Story From Indigenous Australia -- 4 Storylines: Young People Playing Into Change in Agricultural Colleges in Rural Ethiopia to Address Sexual and Gender- Based Violence -- SECTION 2 :Meso Perspectives: Making It Work on the Margins -- 5 Reframing the Digital in Literacy: Youth, Arts, and Misperceptions -- 6 The Potential of Participatory Literacies to Challenge Digital (Civic) Divides -- 7 Young People's Media Use and Social Participation in Hong Kong: A Perspective of Digital Use Divide -- 8 From Mothballed to Meaningfully Used: Technology in Urban Catholic Schools -- SECTION 3: Micro Perspectives: Race and Social Class Digital Divides in Communities -- 9 Social Class, Literacies, and Digital Wastelands: Technological Artefacts in a Network of Relations -- 10 Values, Neoliberalism, and the Digital Divide: Nonwhite Media Makers and the Production of Meaning -- 11 Making It Work in the Global South: Stories of Digital Divides in a Brazilian Context -- Afterword -- Index.

Frontmatter -- Contents -- Acknowledgments -- Abbreviations -- Introduction / Erickson, Ansley T. / Morrell, Ernest -- PART ONE. Debating What and How Harlem Students Learn in the Renaissance and Beyond -- 1. Schooling the New Negro: Progressive Education, Black Modernity, and the Long Harlem Renaissance / Perlstein, Daniel -- 2. "A Serious Pedagogical Situation": Diverging School Reform Priorities in Depression- Era Harlem / Harbison, Thomas -- 3. Wadleigh High School: The Price of Segregation / Johnson, Kimberley -- PART TWO. Organizing, Writing, and Teaching for Reform in the 1930s Through the 1950s -- 4. Cinema for Social Change: The Human Relations Film Series of the Harlem Committee of the Teachers Union, 1936–1950 / Rabin, Lisa / Kridel, Craig -- 5. Bringing Harlem to the Schools: Langston Hughes's The First Book of Negroes and Crafting a Juvenile Readership / Perrillo, Jonna -- 6. Harlem Schools and the New York City Teachers Union / Taylor, Clarence -- PART THREE. Divergent Educational Visions in the Activist 1960s and 1970s -- 7. HARYOU: An Apprenticeship for Young Leaders / Erickson, Ansley T. -- 8. Intermediate School 201: Race, Space, and Modern Architecture in Harlem / Gutman, Marta -- 9. Black Power as Educational Renaissance: The Harlem Landscape / Rickford, Russell -- 10. "Harlem Sophistication": Community- Based Paraprofessional Educators in Central Harlem and East Harlem / Juravich, Nick -- PART FOUR. Post– Civil Rights Setbacks and Structural Alternatives -- 11. Harlem Schools in the Fiscal Crisis / Phillips-Fein, Kim / Cyna, Esther -- 12. Pursuing "Real Power to Parents": Babette Edwards's Activism from Community Control to Charter Schools / Lewer, Brittney -- 13. Teaching Harlem: Black Teachers and the Changing Educational Landscape of Twenty- First-Century Central Harlem / Rogers, Bethany L. / White, Terrenda C. -- Conclusion / Morrell, Ernest / Erickson, Ansley T. -- Contributors -- Index

Activism and organizing can be a fertile subject matter for young people to study. This article presents a case study of a summer seminar in which urban high school students examined the historical struggle for educational justice in their communities. Adopting a "communities of practice" approach to learning, the article documents the changing participation of seminar participants and the changing identities and skills that this entailed. During the seminar, students took on identities as "critical researchers"— skilled investigators who produce and share knowledge relevant to social change. In the process, seminar participants developed and deployed high-level academic skills in language arts, social studies, and mathematics.

There is far more to the digital divide than meets the eye. In this article, the authors consolidate existing research on the digital divide to offer some tangible ways for educators to bridge the gap between the haves and have-nots, or the cans and cannots. Drawing on Aldous Huxley's notion of a "brave new world," some digital divide approaches and frameworks require debunking and are strongly associated with first-world nations that fail to account for the differential access to technologies that people who live in poverty have. Taking a closer look at current realities, the authors send out a call to teachers, administrators, and researchers to think more seriously and consequentially about the effect the widespread adoption of technologies has had on younger generations and the role of the digital on knowledge creation and on imagined futures.

This article explores civic learning, civic participation, and the development of civic agency within the Council of Youth Research (the Council), a program that engages high school students in youth participatory action research projects that challenge school inequalities and mobilize others in pursuit of educational justice. We critique the neoliberal view of democracy that dominates in the existing research, policy, and practice around urban school reform and civic education and instead turn to evidence from social movements and critical social theory as a foundation for a reimagined, more robust vision of critical democracy. Through our analysis of the activities that the Council students engaged in during and after a five-week summer seminar, we offer findings about the kinds of learning and pedagogy that characterize a critical democratic space. We discuss how students and teachers learn through dialogue that characterizes them as public intellectuals; we explore how students develop new forms of civic participation through their engagement with digital, participatory media and interactive presentations to community stakeholders; and we document the developing sense of agency that students experience as a result of these authentic civic learning opportunities. We conclude by highlighting the impacts of this program and its potential to create a new paradigm for civic life and civic education.