This article underscores the importance to childrens' development of utilizing urban neighborhoods-even problematic ones—as arenas for critical learning and intervention. It describes one participatory public art project undertaken with young people in a low income neighborhood in Holyoke, Massachusetts. The project provided teens with an opportunity to critically assess and positively revision their neighborhood through exploratory walks, surveys, discussions, and design activities that culminated in the production of colorful banners. In a larger context, the article goes on to explore methods to help young people claim a more central place in the life of their cities and begin to effect environmental change. It examines obstacles to such endeavors and considers how those in the planning and design professions might help support such efforts.
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