Dis-placing place-making: how African-American and immigrant youth realize their rights to the city |
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| Authors: | Katie Headrick Taylor Deborah Silvis Adam Bell |
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| Institution: | 1. College of Education, University of Washington, Seattle, WA, USAkht126@uw.edu;3. College of Education, University of Washington, Seattle, WA, USA |
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| Abstract: | ABSTRACTNotions of place-making assume that individuals and groups of people have legitimate ‘rights to the city.’ This paper unsettles these notions to incorporate the politically and legally tenuous relationships African-American and Immigrant youth have to their cities. We describe a community-based digital STEAM curriculum called Mobile City Science that invited youth to engage in place-making efforts using mobile and location-aware technologies. The design study relied on a contradiction that is fundamental to youth place-making in an era of white nationalism: for African-American and Immigrant youth to engage power structures in community development processes, they had to engage in a series of dis-placements that removed them from embodied experiences and in-location perceptions of their communities. Self-censoring, witnessing, historicizing, and re-veiwing were all examples of dis-placements youth enacted to speak truth to power with digital and mobile tools. |
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| Keywords: | Place-making African-American youth immigrant youth wearable cameras govern-mentality |
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