Telling a Different Type of Story: Inviting Youth Voice through Community Partnerships

What teachers perceive as social justice may differ greatly from what students see as relevant and just. Furthermore, what teacher educators and teachers view as justice-oriented education may differ significantly from what community partners and agencies see as locally relevant. Wanting to provide high school English students the same opportunities to enact change in their communities, the authors invited ninth graders to pick up the microphone, audio recorder, and camera in order to craft their own community stories. What issues did they address? With whom did they partner? And whose voices did they include? These questions and more shape this exploration