Promoting Transformative Learning for Chicana/o and Latina/o High School Youth.

In this article, we explore features of a summer program intended to support the personal and academic development of non-dominant high school youth. We focus on one particularly robust practice in the program known as encuentros – daily gatherings intended to build community and collective sense-making. We draw on field notes and videos to examine the key roles inclusive norms of participation and meaningful relationships based on trust and care play in inviting youth to embark on a journey of self reflection and identity exploration. Moreover, we explore „holding space„ as a metaphor to understand youths' participation in encuentros. [ABSTRACT FROM AUTHOR]