Holding space: Centering youth identities, literacies, & epistemologies in teacher education

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Acknowledgements

My sincere gratitude goes to Nicole Mirra for her helpful feedback on this manuscript. I would also like to express a deep thank you to the many CFJ students and pre-service teachers from whom I have learned so much about loving, learning, and dreaming together.

Ethics and IRB approval

Data featured in this paper was collected under IRB approval from the Human Research Protection Program, Queens College, City University of New York for study 380204-3. Participants signed approved consent forms.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 All adult team members are referred to as adult allies.

2 The silent film workshop featured in this paper happened during week 5 of the seminar, whereas the cypher occurred week 10. While both workshops were offered all 3 years of the program, it was only years 2 and 3 that the PTs worked in tandem with youth to collaboratively construct a product. For instance, during year 1 PTs sat back and observed students while they created films, and during the hip hop workshop they either opted out or created their own, individual rap bars.

3 Both workshops have been offered at different points across the year, depending on ally availability and curriculum.

Additional information

Notes on contributors

Danielle Filipiak

Danielle Filipiak is an Assistant Professor of Curriculum and Instruction and Director of the Secondary English Education program at the University of Connecticut. Her research interests focus on literacy and English education in plural contexts; civic learning and critical digital literacies; and practitioner and participatory research approaches.