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Utopia and Imagination as Critical Civic Pedagogies for Marginalized Youth = = Utopia e imaginacao como pedagogias civico-criticas para juventudes marginalizadas.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Utopia and Imagination as Critical Civic Pedagogies for Marginalized Youth =/
Reminder of title:	Utopia e imaginacao como pedagogias civico-criticas para juventudes marginalizadas.
remainder title:	Utopia e imaginacao como pedagogias civico-criticas para juventudes marginalizadas.
Author:	Campos, Fabio Cerqueira.
Description:	1 online resource (291 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-11, Section: B.
Contained By:	Dissertations Abstracts International85-11B.
Subject:	Educational technology. -
Online resource:	click for full text (PQDT)
ISBN:	9798382765747

Utopia and Imagination as Critical Civic Pedagogies for Marginalized Youth = = Utopia e imaginacao como pedagogias civico-criticas para juventudes marginalizadas.
Campos, Fabio Cerqueira.

Utopia and Imagination as Critical Civic Pedagogies for Marginalized Youth =Utopia e imaginacao como pedagogias civico-criticas para juventudes marginalizadas.Utopia e imaginacao como pedagogias civico-criticas para juventudes marginalizadas. - 1 online resource (291 pages)

Source: Dissertations Abstracts International, Volume: 85-11, Section: B.

Thesis (Ph.D.)--New York University, 2024.

Includes bibliographical references

Solid and resilient democracies rest upon an informed citizenry capable of critiquing societal issues and reimagining alternative scenarios. Traditional school-based civic and social justice education, however, often falls short of addressing the diverse needs of today's youth, often relying on instructionist pedagogies focused on factual knowledge and standardized assessments related to government and electoral issues. On one side of the civic education spectrum, approaches rooted in the Critical Pedagogy movements of the 1970s reemerge, claiming an education rooted in a structured critique of today's social dilemmas. On another side of the spectrum, emerging scholarship - often called "new civics" - emphasizes the importance of additional skills, literacies, and dispositions for youth to engage with complex social issues and envision potential solutions critically. Speculative and utopian pedagogies, two of such new approaches to civic and social justice learning, invite students to elaborate diverse and even multiversal scenarios as alternatives to current situations of oppression and inequality. But to what extent are such imagination-driven pedagogies solid and robust to promote learning based on a well-thought critique of modern society? One of the central questions this dissertation sought to answer is how educators working under a speculative civics' paradigm might reconcile criticality and imagination in their programs. How might we design mechanisms and processes in a learning environment that are imaginative enough to go beyond the constraints of reality while sufficiently grounded on the vicissitudes of one's lived experience? To answer these questions, this dissertation adopted a Design-based Research Approach (DBR) in which a civic imagination workshop was designed and refined in consecutive iterations. For this task, adolescents of two marginalized groups were recruited in two distinct countries: the United States (where participants were recruited in the city of Santa Ana, California) and Brazil (where participants were recruited in Rocinha, a favela in the heart of Rio de Janeiro). After four iterations - described in this study as thick design narratives - this study found several building blocks and design principles for promoting critical civic imagination and civic identity: 1) decoding and recoding, 2) back-and-forth design, and 3) civic storytelling. The study also identified critical dark patterns - undesired and unplanned processes that might emerge among the youth participating in civic imagination workshops. Finally, this dissertation ends with a discussion about the implication of the findings for designing interventions under a new civics' paradigm, especially those seeking to blend harsh critique of social dilemmas and speculative thought about potential worlds that are creative, imaginative, and attainable.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798382765747Subjects--Topical Terms:

556755
Educational technology.
Subjects--Index Terms:

Civic educationIndex Terms--Genre/Form:

554714
Electronic books.

Utopia and Imagination as Critical Civic Pedagogies for Marginalized Youth = = Utopia e imaginacao como pedagogias civico-criticas para juventudes marginalizadas.
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520 $a Solid and resilient democracies rest upon an informed citizenry capable of critiquing societal issues and reimagining alternative scenarios. Traditional school-based civic and social justice education, however, often falls short of addressing the diverse needs of today's youth, often relying on instructionist pedagogies focused on factual knowledge and standardized assessments related to government and electoral issues. On one side of the civic education spectrum, approaches rooted in the Critical Pedagogy movements of the 1970s reemerge, claiming an education rooted in a structured critique of today's social dilemmas. On another side of the spectrum, emerging scholarship - often called "new civics" - emphasizes the importance of additional skills, literacies, and dispositions for youth to engage with complex social issues and envision potential solutions critically. Speculative and utopian pedagogies, two of such new approaches to civic and social justice learning, invite students to elaborate diverse and even multiversal scenarios as alternatives to current situations of oppression and inequality. But to what extent are such imagination-driven pedagogies solid and robust to promote learning based on a well-thought critique of modern society? One of the central questions this dissertation sought to answer is how educators working under a speculative civics' paradigm might reconcile criticality and imagination in their programs. How might we design mechanisms and processes in a learning environment that are imaginative enough to go beyond the constraints of reality while sufficiently grounded on the vicissitudes of one's lived experience? To answer these questions, this dissertation adopted a Design-based Research Approach (DBR) in which a civic imagination workshop was designed and refined in consecutive iterations. For this task, adolescents of two marginalized groups were recruited in two distinct countries: the United States (where participants were recruited in the city of Santa Ana, California) and Brazil (where participants were recruited in Rocinha, a favela in the heart of Rio de Janeiro). After four iterations - described in this study as thick design narratives - this study found several building blocks and design principles for promoting critical civic imagination and civic identity: 1) decoding and recoding, 2) back-and-forth design, and 3) civic storytelling. The study also identified critical dark patterns - undesired and unplanned processes that might emerge among the youth participating in civic imagination workshops. Finally, this dissertation ends with a discussion about the implication of the findings for designing interventions under a new civics' paradigm, especially those seeking to blend harsh critique of social dilemmas and speculative thought about potential worlds that are creative, imaginative, and attainable.
520 $a Democracias solidas e resilientes assentam numa cidadania informada, capaz de criticar questoes sociais e de reimaginar cenarios alternativos. No entanto, a educacao civica e de justica social baseada na escola tradicional muitas vezes fica aquem da resposta as diversas necessidades da juventude de hoje, apoiando-se frequentemente em pedagogias instrucionistas centradas no conhecimento factual e em avaliacoes padronizadas relacionadas com questoes governamentais e eleitorais. De um lado do espectro da educacao civica, ressurgem abordagens enraizadas nos movimentos de Pedagogia Critica da decada de 1970, reivindicando uma educacao enraizada numa critica estruturada dos dilemas sociais de hoje. No outro lado do espectro, os estudos emergentes - muitas vezes chamados de "nova cidadania" - enfatizam a importancia de competencias, literacias e disposicoes adicionais para que os jovens se envolvam com questoes sociais complexas e vislumbrem solucoes potenciais de forma critica. As pedagogias especulativas e utopicas, duas dessas novas abordagens a aprendizagem da justica civica e social, convidam os alunos a elaborar cenarios diversos e ate multiversais como alternativas as situacoes actuais de opressao e desigualdade. Mas ate que ponto essas pedagogias impulsionadas pela imaginacao sao solidas e robustas para promover a aprendizagem baseada numa critica bem pensada da sociedade moderna? Uma das questoes centrais que esta dissertacao procurou responder e como os educadores que trabalham sob um paradigma de cidadania especulativa podem conciliar criticidade e imaginacao nos seus programas. Como podemos conceber mecanismos e processos num ambiente de aprendizagem que sejam suficientemente imaginativos para ir alem das restricoes da realidade, ao mesmo tempo que sejam suficientemente fundamentados nas vicissitudes da experiencia vivida? Para responder a estas questoes, esta dissertacao adoptou uma Abordagem de Investigacao Baseada em Design (DBR), na qual um workshop de imaginacao civica foi concebido e refinado em iteracoes consecutivas. Para esta tarefa, foram recrutados adolescentes de dois grupos marginalizados em dois paises distintos: os Estados Unidos (onde os participantes foram recrutados na cidade de Santa Ana, California) e o Brasil (onde os participantes foram recrutados na Rocinha, uma favela no coracao do Rio de Janeiro). Apos quatro iteracoes - descritas neste estudo como narrativas de design densas - este estudo encontrou varios blocos de construcao e principios de design para promover a imaginacao civica critica e a identidade civica: 1) decodificacao e recodificacao, 2) design de ida e volta e 3) narrativas civicas. O estudo tambem identificou padroes obscuros criticos - processos indesejados e nao planeados que podem surgir entre os jovens que participam em workshops de imaginacao civica. Finalmente, esta dissertacao termina com uma discussao sobre as implicacoes dos resultados para a concepcao de intervencoes sob um novo paradigma civico, especialmente aqueles que procuram combinar a critica dura dos dilemas sociais e o pensamento especulativo sobre mundos potenciais que sao criativos, imaginativos e alcancaveis.
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