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In 'Youth Dialogues on Race and Ethnicity', Barry Checkoway describes the work of a specific university-community partnership program: Youth Dialogues on Race and Ethnicity in Metropolitan Detroit. Including an analysis of the program's origins and objectives, activities and accomplishments, facilitating and limiting factors, and lessons learned from practice, Checkoway provides an unprecedented example of young people working together across segregated boundaries to transform their lives and communities. He also examines youth dialogues as a process, young people as change agents, adults as allies and partners, and the anchor institutions that support this work.

Citizens and Health Care.

Empowered youth CAN and DO make a difference!Young people become empowered by their participation in the institutions and decisions that affect their lives?which in turn can lead to real positive change in the community. Youth Participation and Community Change presents leading authorities providing the latest research and effective approaches on how young people can be drawn to participate in organizations and communities. The diverse perspectives discuss youth participation in today's society, the models and methods of its practice, the roles of youth and adults, and the future of youth part

If research were a form of community-building, what would it be? This article addresses this question, as well as some of the personal, professional and institutional issues that it raises for me, as a community worker and university professor. It draws upon a program in a metropolitan area that is simultaneously segregated and diverse, and examines ways of defining the problem, gathering the information and using the results – all the while working with community partners, without whom the work would not be.Keywords: Research, community-building, university-community collaboration

At a time when many young Americans have reduced their civic engagement, and public schools have de-emphasized their civic mission, some youth are taking initiative at the community level, and some community-based organizations are establishing educational programs to promote their participation. These programs originate in economically disinvested and racially segregated areas whose young people require and receive "education for democracy" appropriate for their situation. This article provides perspectives on these programs, including their social purpose, curricular content, pedagogical methods, and implications for a new civics that contrasts with traditionalapproaches. It draws on analysis of educational efforts by organizations affiliated with a national project designed to increase youth participation in the South Bronx, Mississippi Delta, Albuquerque, East Oakland, and other areas.