Issue Editors Notes (Benjamin Kirshner, Jennifer L. O Donoghue, Milbrey McLaughlin).
1. Introduction: Moving youth participation forward (Jennifer L. O Donoghue, Benjamin Kirshner, Milbrey McLaughlin). There is much to be learned in the emerging field of youth participation. Examining existing challenges is critical to achieve effective and meaningful engagement of young people.
2. From assets to agents of change: Social justice, organizing, andyouth development (Shawn Ginwright, Taj James). Youth development strategies can be strengthened by efforts that help youth become agents of change to meet pressing problems in their communities.
3. Youth conferences as a context for engagement (S. Mark Pancer, Linda Rose–Krasnor, Lisa D. Loiselle). Youth conferences bring youth from across Canada together to wrestle with social issues and develop strategies for community development.
4. Building young people s public lives: One foundation sstrategy (Robert F. Sherman). Youth are capab le of making a significant impact on problems in their communities and developing a sense of their potential as civic actors in the process with the right support.
5. Moving youth participation into the classroom: Studentsas allies (Barbara Cervone, Kathleen Cushman). Student voices inform us about the key ways that teachers can make their classrooms safe for meaningful participation.
6. Youth evaluating programs for youth: Stories of Youth IMPACT. A report written by youth evaluators describes their process and findings. Interviews with youth evaluators and a city department director describe key lessons from the process.
BENJAMIN KIRSHNER is a doctoral student in adolescent development at the Stanford University School of Education.
JENNIFER L. O′DONOGHUE is a doctoral student in educational administration and policy analysis at the Stanford University School of Education.
MILBREY MCLAUGHLIN is David Jacks Professor of Education and Public Policy at Stanford University, executive director of the John W. Gardner Center for Youth and Their Communities, and codirector of the Center for Research on the Context of Teaching.