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Examining How Youth Take on Critical Civic Identities Across Classroom and Youth Organizing Spaces
This paper documents the ways that two learning spaces-a community-based youth organizing group and a high school social studies classroom-provided different opportunities for Latinx youth to take on critical civic identities characterized by a critical consciousness , a motivation for social justice, and feelings of civic agency. By examining two structurally unique learning sites from a situated perspective, this paper highlights how youth critical civic identity processes are negotiatedfatcat:2sg4duaoare5vgvkcn5xy4k6mm