ABSTRACT
This section explores how mapping, surveying, movement and other modalities provide youth and adult participants with resources to build alternative designs that challenge the status quo in their schools or neighborhoods. Place-based participation makes sense because young people want opportunities to shape where they live. The section examines the experience of Heidi Hadley, a graduate student, as she details her experiences with three middle school girls of color as they endure, and resist, the CS SFL community-arts-based curriculum. In the process of resisting the structure of the course, however, the girls—with Heidi as a guide—find their way through multiple media, to a powerful critique of the racist/sexist implications of a culture that provides them precious little space to conduct guided inquiry into literacy activities that might alter their sense of possibility in the world.
