Skip to main content

Main menu

  • Home
  • About
    • Description
    • Editorial Board
    • Review Process
    • Aims and Scope
    • Announcements
    • Contact Us
  • Content
    • Current Issue
    • Archive
  • For Authors
    • Guidelines for Authors
    • Submit
  • For Subscribers
    • Subscribe
    • Orders
    • Alerts
  • Resources
    • For Readers and Subscribers
    • Permissions
    • FAQs for Fall 2025

User menu

  • Login
  • My alerts

Search

  • Advanced search
A journal of Harvard Education Publishing Group
  • Login
  • My alerts

A journal of Harvard Education Publishing Group

Advanced Search

  • Home
  • About
    • Description
    • Editorial Board
    • Review Process
    • Aims and Scope
    • Announcements
    • Contact Us
  • Content
    • Current Issue
    • Archive
  • For Authors
    • Guidelines for Authors
    • Submit
  • For Subscribers
    • Subscribe
    • Orders
    • Alerts
  • Resources
    • For Readers and Subscribers
    • Permissions
    • FAQs for Fall 2025

Error message

  • Unable to create CTools CSS cache directory. Check the permissions on your files directory.
  • Unable to create CTools CSS cache directory. Check the permissions on your files directory.
  • Did not find sass auth token, checking tmp directory.
  • Getting new auth cookie, if you see this message a lot, tell someone!
Research Article

Youth Radio and the Pedagogy of Collegiality

VIVIAN CHÁVEZ and ELISABETH SOEP
Harvard Educational Review December 2005, 75 (4) 409-434; DOI: https://doi.org/10.17763/haer.75.4.827u365446030386
VIVIAN CHÁVEZ
1 San Francisco State University
  • Find this author on Google Scholar
  • Find this author on PubMed
  • Search for this author on this site
ELISABETH SOEP
2 Youth Radio
  • Find this author on Google Scholar
  • Find this author on PubMed
  • Search for this author on this site
  • Article
  • Info & Metrics
  • References
  • PDF
Loading

References

  1. Abbott, C. (2000). Web publishing by young people. In J. Sefton-Green (Ed.), Young people, creativity and the new technologies (pp. 111–122). London: Routledge.Web publishing by young people. Young people, creativity and the new technologies, 111–122.
  2. Adams, D., & Goldbard, A. (Eds.). (2002). Community, culture, and globalization. New York: Rockefeller Foundation.Community, culture, and globalization.
  3. Appadurai, A. (1996). Modernity at large: Cultural dimensions of globalization. Minneapolis: University of Minnesota Press.Modernity at large: Cultural dimensions of globalization.
  4. Buckingham, D. (2003). Media education: Literacy, learning, and contemporary culture. Cambridge, England: Polity Press.Media education: Literacy, learning, and contemporary culture.
  5. Burgin, V. (2000). Jenni's room: Exhibitionism and solitude. Critical Inquiry, 27(1), 1–20.Jenni's room: Exhibitionism and solitude. Critical Inquiry 27:1–20.
  6. Burn, A., & Reed, K. (1999). Digiteens: Media literacies and digital technologies in the secondary classroom. English in Education, 33, 5–20.Digiteens: Media literacies and digital technologies in the secondary classroom. English in Education 33:5–20.
  7. Camino, L. (2000). Youth-adult partnerships: Entering new territory in community work and research. Applied Developmental Science, 4, 11–20.Youth-adult partnerships: Entering new territory in community work and research. Applied Developmental Science 4:11–20.
  8. Camino, L., & Zeldin, S. (2002). From periphery to center: Pathways for youth civic engagement the day to day life of communities. Applied Developmental Science, 6, 213–220.From periphery to center: Pathways for youth civic engagement the day to day life of communities. Applied Developmental Science 6:213–220.
  9. Campbell, P., Hoey, L., & Perlman L. (2001). Sticking with my dreams: Defining and refining youth media in the 21st century. Retrieved August 23, 2005, from www.campbell-kibler. com/youth_media.html www.campbell-kibler. com/youth_media.html
  10. Chaiklin, S., & Lave, J. (1996). Understanding practice: Perspectives on activity and context. Cambridge, England: Cambridge University Press.Understanding practice: Perspectives on activity and context.
  11. Chávez, V., Turalba, R., & Malik, S. (in press). Teaching public health with a pedagogy of collegiality. American Journal of Public Health.
  12. Cohen, P., & Ainley, P. (2000). In the country of the blind? Youth studies and cultural studies in Britain. Journal of Youth Studies, 3, 79–95.In the country of the blind? Youth studies and cultural studies in Britain. Journal of Youth Studies 3:79–95.
  13. Darder, A. (2002). Reinventing Paulo Freire. Boulder, CO: Westview Press.Reinventing Paulo Freire.
  14. Maira, S. (2005). The intimate and the imperial: South Asian Muslim immigrant youth after 9/11. In S. Maira & E. Soep (Eds.), Youthscapes: The popular, the national, the global (pp. 64–84). Philadelphia: University of Pennsylvania Press.The intimate and the imperial: South Asian Muslim immigrant youth after 9/11. Youthscapes: The popular, the national, the global, 64–84.
  15. McCarthy, C., Giardina, M., Harewood, S. J., & Park, J. K. (2003). Contesting culture: Identity and curriculum dilemmas in the age of globalization, postcolonialism, and multiplicity. Harvard Educational Review, 73, 449–465.Contesting culture: Identity and curriculum dilemmas in the age of globalization, postcolonialism, and multiplicity. Harvard Educational Review 73:449–465.
  16. McLaren, P. (2002). Life in schools: An introduction to critical pedagogy in the foundations of education. New York: Pearson Allyn & Bacon.Life in schools: An introduction to critical pedagogy in the foundations of education.
  17. Media Literacy Review. (2003). Youth and Radio [Special issue], 3(1). Retrieved April 6, 2005, from www.interact.uoregon/edu/medialit/MLR/VO3NO1/index.html www.interact.uoregon/edu/medialit/MLR/VO3NO1/index.html
  18. Minkler, M., & Wallerstein, N. (Eds.). (2003). Community-based participatory research for health. San Francisco: Jossey-Bass.
  19. Kearney, M. C. (2003). Girls make movies. In K. Mallan & S. Pearce (Eds.), Youth cultures: Images and identities (pp. 17–34). Westport, CT: Praeger.Girls make movies. Youth cultures: Images and identities, 17–34.
  20. Kirwan, T., Learmonth, J., Sayer, M., & Williams, R. (2003). Mapping media literacy. London: British Film Institute.Mapping media literacy.
  21. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, England: Cambridge University Press.Situated learning: Legitimate peripheral participation.
  22. Lee, C. (2001). Signifying in the Zone of Proximal Development. In C. Lee & P. Smagorinsky (Eds.), Vygotskian perspectives on literacy research: Constructing meaning through collaborative inquiry (pp. 191–225). Cambridge, England: Cambridge University Press.Signifying in the Zone of Proximal Development. Vygotskian perspectives on literacy research: Constructing meaning through collaborative inquiry, 191–225.
  23. Mahiri, J. (2003). What they don't learn in school: Literacy in the lives of urban youth. New York: Peter Lang.What they don't learn in school: Literacy in the lives of urban youth.
  24. Darder, A., Baltodano, M., & Torres, R. (2003). The critical pedagogy reader. New York: Routledge Falmer.The critical pedagogy reader.
  25. de Block, L., Buckingham, D., Holzwarth, P., & Niestyo, H. (2004). Visions across cultures: Migrant children using visual images to communicate. Retrieved August 23, 2005, from www.chicam.net/reports/download/visions_across_cultures.pdf www.chicam.net/reports/download/visions_across_cultures.pdf
  26. Dolby, N. (2003). Popular culture and democratic practice. Harvard Educational Review, 73, 258–284.Popular culture and democratic practice. Harvard Educational Review 73:258–284.
  27. Duncombe, S. (1997). Notes from the underground: 'Zines and the politics of alternative culture. London: Verso.Notes from the underground: 'Zines and the politics of alternative culture.
  28. Dyson, A. H. (2003). "Welcome to the jam": Popular culture, school literacy, and the making of childhoods. Harvard Educational Review, 73, 328–361."Welcome to the jam": Popular culture, school literacy, and the making of childhoods. Harvard Educational Review 73:328–361.
  29. Ellsworth, E. (1989). Why doesn't this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review, 59, 297–324.Why doesn't this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review 59:297–324.
  30. Fisher, M. (2003). Open mics and open minds: Spoken word poetry in African diaspora participatory literacy communities. Harvard Educational Review, 73, 362–389.Open mics and open minds: Spoken word poetry in African diaspora participatory literacy communities. Harvard Educational Review 73:362–389.
  31. Fleetwood, N. (2005). Authenticating practices: Producing "the real" in youth videos. In S. Maira & E. Soep (Eds.), Youthscapes: The popular, the national, the global (pp. 55–72). Philadelphia: University of Pennsylvania Press.Authenticating practices: Producing "the real" in youth videos. Youthscapes: The popular, the national, the global, 55–72.
  32. Freire P. (1970). Pedagogy of the oppressed. New York: Seabury Press.Pedagogy of the oppressed.
  33. Freire, P. (1973). Education for critical consciousness. New York: Seabury Press.Education for critical consciousness.
  34. Gaztambide-Fernández, R., & Gruner, A. (Eds.). (2003). Popular culture and education [Special issue]. Harvard Educational Review, 73, 253–465.
  35. Giroux, H. A. (1992). Border crossings. New York: Routledge.Border crossings.
  36. Goldfarb, B. (2002). Visual pedagogy: Media cultures in and beyond the classroom. Durham, NC: Duke University Press.Visual pedagogy: Media cultures in and beyond the classroom.
  37. Goodman, S. (2003). Teaching youth media: A critical guide to literacy, video production, and social change. New York: Teachers College Press.Teaching youth media: A critical guide to literacy, video production, and social change.
  38. Gutiérrez, K., Rymes, B., & Larson, J. (1995). Script, counterscript, and underlife in the Classroom: James Brown versus Brown v. Board of Education. Harvard Educational Review, 65, 445–471.Script, counterscript, and underlife in the Classroom: James Brown versus. Brown v. Board of Education. Harvard Educational Review 65:445–471.
  39. Hall, R., & Newbury, D. (1998). "What makes you switch on?" Young people, the Internet, and cultural participation. In J. Sefton-Green (Ed.), Young people, creativity, and new technologies (pp. 100–110). London: Routledge."What makes you switch on?" Young people, the Internet, and cultural participation. Young people, creativity, and new technologies, 100–110.
  40. Harvey, I., Skinner, M., & Parker, D. (2002). Being seen, being heard: Young people and moving image production. London: National Youth Agency/British Film Institute.Being seen, being heard: Young people and moving image production.
  41. Heath, S. B. (2000). Making learning work. Afterschool Matters, 1, 33–45.Making learning work. Afterschool Matters 1:33–45.
  42. Heath, S. B. (2001). Three's not a crowd: Plans, roles, and focus in the arts. Educational Researcher, 30, 10–17.Three's not a crowd: Plans, roles, and focus in the arts. Educational Researcher 30:10–17.
  43. Heath, S. B., & Langman, J. (1994). Shared thinking and the register of coaching. In D. Biber & E. Finegan (Eds.), Sociolinguistic perspectives on register (pp. 82–105). Oxford, England: Oxford University Press.Shared thinking and the register of coaching. Sociolinguistic perspectives on register, 82–105.
  44. Heath, S. B., & McLaughlin, M. (1994). Learning for anything every day. Journal of Curriculum Studies, 26, 549–567.Learning for anything every day. Journal of Curriculum Studies 26:549–567.
  45. Hogan, K. (2002). Pitfalls of community-based learning: How power dynamics limit adolescents' trajectories of growth and participation. Teachers College Record, 104, 586–624.Pitfalls of community-based learning: How power dynamics limit adolescents' trajectories of growth and participation. Teachers College Record 104:586–624.
  46. hooks, b. (1994). Teaching to transgress. New York: Routledge.Teaching to transgress.
  47. Hull, G., & Katz, M. (in press). Crafting an agentive self: Case studies on digital storytelling. Research in the Teaching of English.
  48. Hull, G., & Schultz, K. (2001). Literacy and learning out of school: A review of theory and research. Review of Educational Research, 71, 575–611.Literacy and learning out of school: A review of theory and research. Review of Educational Research 71:575–611.
  49. Hull, G., & Schultz, K. (2002). School's out: Bridging out-of-school literacies with classroom practice. New York: Teachers College Press.School's out: Bridging out-of-school literacies with classroom practice.
  50. Ito, M. (in press). Technologies of the childhood imagination: Yugioh, media mixes, and everyday cultural production. In J. Karaganis & N. Jeremijenko (Eds.), Structures of participation in digital culture. Durham, NC: Duke University Press.
  51. Jeong, H. S. (2001). Theory, practice and "empowerment" in media education: A case study of critical pedagogy. Unpublished doctoral dissertation, Institute of Education, University of London.
  52. Juhasz, A. (1995). AIDS TV: Identity, community, and alternative video. Durham, NC: Duke University Press.AIDS TV: Identity, community, and alternative video.
  53. Kafai, Y., & Resphil, M. (Eds.). (1996). Constructionism in practice: Designing, thinking, and learning in a digital world. Mahwah, NJ: Lawrence Erlbaum Associates.Constructionism in practice: Designing, thinking, and learning in a digital world.
  54. Karenga, M. (1996). Kwanzaa: A celebration of family, community and culture. Los Angeles: University of Sankore Press.Kwanzaa: A celebration of family, community and culture.
  55. Noam, G., Biancarosa, G., & Dechausay, N. (2002). Afterschool education: Approaches to an emerging field. Cambridge, MA: Harvard Educational Press.Afterschool education: Approaches to an emerging field.
  56. Paley, N. (1995). Finding art's place: Experiments in contemporary education and culture. New York: Routledge.Finding art's place: Experiments in contemporary education and culture.
  57. Sablo Sutton, S. (2004). Spoken word: Performance poetry in the black community. In J. Mahiri (Ed.), What they don't learn in school (pp. 213–233). New York: Peter Lang.Spoken word: Performance poetry in the black community. What they don't learn in school, 213–233.
  58. Sefton-Green, J. (1999). Creativity, young people, and new technologies: The challenge of digital arts. London: Routledge.Creativity, young people, and new technologies: The challenge of digital arts.
  59. Sefton-Green, J. (2003). Informal learning: substance or style? Teaching Education, 4, 37–52.Informal learning: substance or style? Teaching Education 4:37–52.
  60. Sefton-Green, J., & Soep, E. (in press). Creative media cultures: Making and learning beyond school. In L. Bresler (Ed.), International handbook of research in arts education. New York: Springer.
  61. Shor, I., & Freire, P. (1986). A pedagogy for liberation. South Hadley, MA: Bergin & Garvey.A pedagogy for liberation.
  62. Soep, E. (2005a). Making hard-core masculinity: Teenage boys playing house. In S. Maira & E. Soep (Eds.), Youthscapes: The popular, the national, the global (pp. 173–191). Philadelphia: University of Pennsylvania Press.Making hard-core masculinity: Teenage boys playing house. Youthscapes: The popular, the national, the global, 173–191.
  63. Soep, E. (2005b). Critique: Where art meets assessment. Phi Delta Kappan, 87, 38–40, 58–63.Critique: Where art meets assessment. Phi Delta Kappan, 87 38–40:58–63.
  64. Tannock, S. (1998). Noisy talk: Conversation and collaboration in a youth writing group. In S. Hoyle & C. T. Adger (Eds.), Kids talk: Strategic language use in later childhood (pp. 241–266). New York: Oxford University Press.Noisy talk: Conversation and collaboration in a youth writing group. Kids talk: Strategic language use in later childhood, 241–266.
  65. Tannock, S. (2004). Response to "Learning to Serve." In J. Mahiri (Ed.), What they don't learn in school (pp. 163–168). New York: Peter Lang.Response to "Learning to Serve." What they don't learn in school, 163–168.
  66. Trend, D. (1997). The fine art of teaching. In H. Giroux & P. Shannon (Eds.), Education and cultural studies: Toward a performative practice (pp. 249–258). New York: Routledge.The fine art of teaching. Education and cultural studies: Toward a performative practice, 249–258.
  67. Varenne, H., & McDermott, R. (1999). Successful failure: The school America builds. Boulder, CO: Westview Press.Successful failure: The school America builds.
  68. Wallack L., Dorfman, L., Themba M., & Jernigan, D. (1993). Media advocacy and public health: Power for prevention. Thousand Oaks, CA: Sage.Media advocacy and public health: Power for prevention.
  69. Wardrip-Fruin, N., & Montfort, N. (Eds.). (2003). The new media reader. Cambridge, MA: MIT Press.The new media reader.
PreviousNext
Back to top

In this issue

Harvard Educational Review
Vol. 75, Issue 4
1 Dec 2005
  • Table of Contents
  • Index by author
Download PDF
Email Article

Thank you for your interest in spreading the word on A journal of Harvard Education Publishing Group.

NOTE: We only request your email address so that the person you are recommending the page to knows that you wanted them to see it, and that it is not junk mail. We do not capture any email address.

Enter multiple addresses on separate lines or separate them with commas.
Youth Radio and the Pedagogy of Collegiality
(Your Name) has sent you a message from A journal of Harvard Education Publishing Group
(Your Name) thought you would like to see the A journal of Harvard Education Publishing Group web site.
Citation Tools
Youth Radio and the Pedagogy of Collegiality
VIVIAN CHÁVEZ, ELISABETH SOEP
Harvard Educational Review Dec 2005, 75 (4) 409-434; DOI: 10.17763/haer.75.4.827u365446030386

Citation Manager Formats

  • BibTeX
  • Bookends
  • EasyBib
  • EndNote (tagged)
  • EndNote 8 (xml)
  • Medlars
  • Mendeley
  • Papers
  • RefWorks Tagged
  • Ref Manager
  • RIS
  • Zotero
Share
Youth Radio and the Pedagogy of Collegiality
VIVIAN CHÁVEZ, ELISABETH SOEP
Harvard Educational Review Dec 2005, 75 (4) 409-434; DOI: 10.17763/haer.75.4.827u365446030386
Twitter logo Facebook logo Mendeley logo Bluesky logo
  • Tweet Widget
  • Facebook Like
  • Google Plus One
Bookmark this article

Jump to section

  • Article
  • Info & Metrics
  • References
  • PDF

Related Articles

  • No related articles found.
  • Google Scholar

Cited By...

  • No citing articles found.
  • Google Scholar

Similar Articles

  • Facebook
  • LinkedIn
  • Instagram
  • Youtube
  • Follow herp on BlueSky

Harvard Education Press

  • About Harvard Education Press

Harvard Educational Review

  • Home
  • New Article

Connect

  • Contact Us

Site help

  • Privacy Policy
  • Terms and Conditions

Copyright

©2025 President and Fellows of Harvard College. All Rights Reserved
Powered by HighWire