University of Illinois Urbana-Champaign

"Exploring local civic citizenship surrounding the ""¡Huntington Park no se vende!"" campaign on Paseo Boricua in Chicago"

Nam, Chaebong

Content Files
Nam_Chaebong.pdf

Permalink

https://hdl.handle.net/2142/30930

Description

Title
"Exploring local civic citizenship surrounding the ""¡Huntington Park no se vende!"" campaign on Paseo Boricua in Chicago"
Author(s)
Nam, Chaebong
Issue Date
2012-05-22T00:16:08Z
Director of Research (if dissertation) or Advisor (if thesis)
Noffke, Susan E.
Doctoral Committee Chair(s)
Noffke, Susan E.
Committee Member(s)
  • Johnston-Parsons, Marilyn A.
  • Peters, Michael A.
  • Bishop, Ann Peterson
  • Bruce, Bertram C.
Department of Study
Curriculum and Instruction
Discipline
Secondary & Continuing Educ
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Date of Ingest
2012-05-22T00:16:08Z
Keyword(s)
  • Community Activism
  • Gentrification
  • Participatory Democracy
  • Citizenship Education
  • Ecology of Civic learning
Abstract
Citizenship is fundamentally defined by praxis--i.e., engagement in local and diverse forms of civic practices--rather than by a legal status tied to the nation-state (Tully, 2008). This dissertation research examined the participatory democracy practices of a community activist group that was organizing to resist gentrification in a Puerto Rican community in Chicago to see how citizenship can be contextualized as praxis in a particular setting. In order to preserve their community and its Puerto Rican cultural heritage and identity in the face of gentrification, young activists involved themselves in various community issues, ranging across political, cultural, and educational domains, as well as specific anti-gentrification work. Noticeably, they involved local teenagers in community events and in the process of information production and distribution, helping them to learn about important community issues, as well as Puerto Rican history and culture, which had not been taught in local public schools. Such intergenerational and holistic educational endeavors not only produced new young leaders to carry on the mission of social change, but in fact created a pipeline of community leadership. This exemplified the ecology of civic learning, which has long been absent from citizenship education in most schools. Further research is needed to restore the civic practices that “exist in everyday relationships long before institutionalization” (Tully, 2008, p. 31) in the current discourse of citizenship education. Community Activism is often classified as radical, unconventional, and inappropriate for the classroom, despite its important inspiration to citizenship education. Questioning who defines what is radical and why would be the starting point for revolutionizing citizenship education.
Graduation Semester
2012-05
Permalink
http://hdl.handle.net/2142/30930
Copyright and License Information
Copyright 2012 Chaebong Nam

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