Youth Work in Gay Straight Alliances: Curriculum, Pedagogy, and Activist Development

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7 Scopus citations

Abstract

Critical pedagogy empowers Gay Straight Alliance (GSA) advisers facilitate reflective, activist-oriented learning. Its use in school clubs has broad implications for both teachers and youth workers. Informed by critical multiculturalism, this study draws on ethnographic fieldwork from one school year and in-depth interviews with GSA participants. Data reveal that the GSA advisor's understanding of critical pedagogy is characterized by expanding students’ knowledge, facilitating students’ activism, and encouraging students’ reflection on significant interactions with peers and family. The author concludes these pedagogical practices help create long-term GSAs, where engaged student learning and activism promote a “third space” in youth development work.

Original languageEnglish (US)
Pages (from-to)79-93
Number of pages15
JournalChild and Youth Services
Volume36
Issue number1
DOIs
StatePublished - Jan 1 2015

Keywords

  • critical pedagogy
  • gay straight alliance
  • student activism
  • youth work

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