Culturally responsive teaching and an emergent social discipline window in an outside-of-school context

In an era of increasing educational censorship, this article amplifies youth voices within an outside-of-school context. Drawing on culturally responsive teaching and an emergent social discipline window, we highlight youth insights on relationships, co-creation, and power-sharing in varied learning environments. While culturally responsive teaching is often examined through teacher practices inside classrooms, this research centers on youth voices to explore how culturally responsive teaching and an emergent social discipline window can complement each other and flourish beyond school walls. Implications include how educational researchers, policymakers, and practitioners can position youth as co-constructors of educational justice in response to increasing social inequities.