Theorizing Spatial Justice Pedagogy Through Community-Based Arts Education

The context of urban education is shifting. As urban areas are targeted for renewal, youth are coming of age in communities that provide abundance for some, while experiencing a personal loss of opportunity and resources. In response, this article draws on community arts education practices to theorize spatial justice pedagogy, an approach that prepares youth to claim three fundamental spatial rights: the right to connect, the right to speak back, and the right to civic design. This study highlights practices educators can use to help youth secure these rights while also demonstrating their relevance to struggles for spatial justice.