[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-599850-105":59,"doc-detail-599850-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","youth-learning-to-be-activists-constructing-places-of-possibility-together","Youth Learning to Be Activists - Constructing \"Places of Possibility\" Together","","A critical qualitative study conducted in Vancouver, British Columbia examines how young people learn to be activists through participation in the youth-driven organization “Think Again” (TA). The study foregrounds youths’ creative action projects and the emergent methodologies that enabled “places of possibility” to emerge. “Places of possibility” are treated as literal and metaphorical spaces providing tools to imagine alternative realities, identities, and systems. Using a narrative framework, the paper analyzes how TA’s social relationships and practices support some youths’ development of an activist identity.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/youth-learning-to-be-activists-constructing-places-of-possibility-together/599850/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/youth-learning-to-be-activists-constructing-places-of-possibility-together/599850.png","ImageObject",300,407,{"name":92,"@type":93},"PakDamar76","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research focus does the paper examine at “Think Again” (TA)?","Question",{"text":112,"@type":113},"It focuses on youths’ creative action projects and the emergent methodologies that helped conditions for “places of possibility” to emerge through their participation at TA.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper define “places of possibility”?",{"text":117,"@type":113},"It defines them as literal and metaphorical spaces where people are afforded tools and resources to imagine alternative realities, identities, and systems through creative and activist practices.",{"name":119,"@type":110,"acceptedAnswer":120},"Which theoretical lens is used to analyze youth learning to be activists?",{"text":121,"@type":113},"The paper uses a narrative framework and draws on scholarship about neoliberalism and a “politics of possibility,” including criteria for effective social transformation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599850,1792188442,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31},962090893057,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","| | Youth Learning to Be Activists: |\n| --- | --- |\n|  | Constructing “Places of Possibility” Together |\n\nKristen Goessling, Penn State University—Brandywine  \nAbstract:  \nThis paper draws from a critical qualitative study that took place in Vancouver, British Columbia and focused on a group of young people learning to be activists through participation at a youth-driven organization, “Think Again”(TA). In this paper, I focus on one aspect of the youths’participation at TA—their creative action projects—and the emergent methodologies employed in this study that generated the conditions for “places of possibility” to emerge. I conceptualize “places of possibility” as literal and metaphorical spaces where people are afforded the tools and resources necessary to imagine alternative realities, identities, and systems than what currently exist, primarily through creative and activist practices. Specifically, I utilize a narrative framework to examine the ways the social relationships and practices at TA enabled some of the young people to take up an activist identity.  \nKeywords: youth activism; places of possibility; neoliberalism; participatory methods  \nFollowing Harvey (2005), neoliberalism is understood as a set of policies, ideologies, practices, ethos, and values that advocate for free trade and small government, favor privatization, and infuse market rationale into all domains of social life. The influence of neoliberalism on the field of education can be seen in the rising rhetoric of school choice, the push for privatization, the emphasis on high-stakes testing and the standardization of curriculum and assessment. The prevalence of neoliberalism in learning and education bring to the fore the need for alternative places of learning that prioritize equity and justice where innovative and creative practices are valued. Holland and Gómez (2013) articulated a “politics of possibility” to describe a way of thinking, acting, and imagining of alternative sociopolitical realities that could mobilize radical social change for the greater good. I conceptualize “places of possibility” as literal and metaphorical spaces where people are afforded the tools and resources necessary to imagine alternative realities, identities, and systems than what currently exist, primarily through creative and activist practices.  \nHolland and Gómez (2013) utilized Gibson-Graham’s theory of social change that “buildson possibility rather than probability,” to assess the transformative potential of social movements (p. 130). This paper explores two of Holland and Gómez’s proposed ten criteria for effective social transformation in relation to “places of possibility”: 1)“Purposive shifts in subjectivities and identities” and 2)“Orientation to a collective and a building of community – an ‘us’ that includes reflection about power”(2013, p. 156) . This dual focus attends to youths’ learning to be activists as socioculturally situated phenomenon. This reflects a central assumption of this work, which is  \nthe understanding that humans and the social world are dialectally related, mutually constitutive, and involved in historical processes of being and becoming (Holland & Lave, 2009) .  \nThis paper draws from a critical qualitative study that took place in Vancouver, British Columbia and focused on a group of young people learning to be activists through participation ata youth-driven organization, “Think Again”(TA) . In this paper, I focus on one aspect of the youths’ participation at TA—their creative action projects (CAPs)—and the participatory methodologies employed in this study that generated the conditions for “places of possibility” to emerge. Specifically, I utilize a narrative framework to examine the ways these practices enabled some, but not all, of the young people to take up an activist identity. This paper responds to the special theme issue call by elucidating the complex ways in which youth activists and youth activist organizations negotia","cbCaiuHQE8R0oz33","https://ap.wps.com/l/cbCaiuHQE8R0oz33","pdf",792238,"English","# Abstract\n## Youth activism through participation at “Think Again”\n## Neoliberalism and education\n## A politics of possibility and transformative criteria","[{\"question\":\"What research focus does the paper examine at “Think Again” (TA)?\",\"answer\":\"It focuses on youths’ creative action projects and the emergent methodologies that helped conditions for “places of possibility” to emerge through their participation at TA.\"},{\"question\":\"How does the paper define “places of possibility”?\",\"answer\":\"It defines them as literal and metaphorical spaces where people are afforded tools and resources to imagine alternative realities, identities, and systems through creative and activist practices.\"},{\"question\":\"Which theoretical lens is used to analyze youth learning to be activists?\",\"answer\":\"The paper uses a narrative framework and draws on scholarship about neoliberalism and a “politics of possibility,” including criteria for effective social transformation.\"}]","Youth Learning to Be Activists - Constructing \"Places of Possibility\" Together | PDF",1792089557]