Category Archives: adult allies

The Basics of Adultism

Adultism is the bias towards adults that causes discrimination against youth. First coined in the late 1800s, the term describes the ways adults treat children and youth, and is obvious through language, culture, architecture, education, healthcare, families, and more. Adultism includes attitudes, beliefs, and discrimination in favor of adults throughout our society.

Treating Kids Different

Adultism is about respect, trust, authority and power. It is apparent beginning when children are very young. Because of the ways our society generally behaves, babies are assumed to be incomplete and their opinions are seen as largely inconsequential. Adults determine the feeding, caregiving, clothing, bedding and lighting of babies because we don’t understand whether babies are sharing their opinions about these things, among others. This belief continues until young children can share their opinions in language adults can understand. This establishes the basis of adultism that affects young people through the age of 18 and beyond.

At the point kids can share their opinions, adults constantly parse out what is a valid concern and what is invalid. Rather than referring to evidence or facts, adults mostly use personal judgment and beliefs to decide what foods, entertainment, activities, learning and opinions we should listen to. This is adultist. It is obvious in our language with phrases like “Children should be seen and not heard,” and is apparent our built environment, too: The height of a fountain, door handle and chair reflects an adult’s needs, not childrens’ needs. Adultism is reinforced through arbitrary rule-making focused on ages, too, rather than science or best practices.

When children become teenagers, their own beliefs become stronger, their wisdom starts accumulating, and their value to society starts to become determined. Adultism ensures that young leaders emerge to represent their peers, as well as confines rule-breaking youth to “stay in their lane” through punishment, classroom tracking, and curfews. In some places, youth are sent to jail for offenses only they can commit, like breaking curfews, being truant to school, drinking alcohol and other infractions. In other situations, youth are encouraged to put on a tie and “act like adults” in order to gain privilege and access that will benefit their futures. Each of these demonstrates bias towards adults, since our society reveres age and stands against the knowledge young people possess. Movie ratings, drivers licensing, banking rules and compulsory education reflect this, too: We simply don’t trust the ability of youth to determine what’s best for themselves, so adults make judgments for them. That’s not just parents, either; teachers, youth workers, counselors and police make judgments for youth all the time.

All this shows how adultism is apparent in the attitudes, culture and structures throughout our society.

Making Changes

There are active movements across the United States and around the world today to face adultism head-on, and to fight and defeat adultism when it’s necessary. These movements are engaging youth as partners with adults in government agencies, building youth/adult partnerships in community organizations, challenging schools to build Meaningful Student Involvement, and transforming families everywhere.

In Seattle, Washington, I partnered with the King County Superior Court to design a program for more than 40 families created to keep youth out of jail. The Parent/Youth Engagement Seminar was designed to build the skills and knowledge parents and youth needed through 12 hours of interactive workshops. Participants learn what youth voice is, how it works, and the positive outcomes that can happen when parents and youth work together to make families more successful. This seminar directly challenges adultism by confronting parents’ bias towards their own opinion, as well as by teaching parents and youth about partnering together for success, instead of using coercion and force to enforce compliance.

Building support for empowered student voice around the world, back in 2002 I started supporting K-12 schools, districts and state education agencies after building SoundOut.org. Since then, I’ve partnered with more than 300 different schools and agencies to write policies, develop programs, facilitate professional development and speak at conferences about Meaningful Student Involvement. This work has resulted in roles for students on school boards, students training teachers, and new education policies focused on student voice and student engagement. This challenges adultism among educators and policymakers by showing the positive potential of all students in every classroom, rather than simply tokenizing through constrained student/adult relationships.

There is so much work happening to challenge adultism!

5 Steps to Stop Adultism

I have developed these 5 steps to stop adultism based on my experience and research. Leave your thoughts in the comments section below!

  1. Name Your Bias. Every single person has bias towards adults. No matter how enlightened you are, how educated you might be, or how important you think you are to young people, you are adultist, and you’ve experienced adultism. Name your biases and be honest with yourself.
  2. Listen to Youth Voice. Listen directly to youth; read their writing; listen to them sing; look at their art. Don’t respond, don’t fix, don’t do for them; just listen to youth voice.
  3. Get Educated. Read my book, Facing Adultism. It’s a deep exploration of how adultism happens, who it affects, where it’s worst, who it affects most, and why it matters so much. Also, explore other writing about adultism and join the Facing Adultism group on Facebook.
  4. Find New Ways to Be. Declare your allyship with youth and stick to it. Be kinder and more compassionate with young people, and advocate for youth to be present when they aren’t in the room. Find new ways to be at home, at work and throughout the community.
  5. Make Change. When you’ve started changing your life, look at the health and well-being of your community. How does adultism affect youth around you right now? Which youth are most affected? Which adults are most biased towards other youth, and non-inclusive of youth?

What would you add to this list? Leave your thoughts in the comments below.

When you’ve begun to address adultism, you might see how it’s tied together with paternalism, sexism, racism, classism and other injustices throughout our society. You might also discover different ways you have made the challenge of adultism worse, and how you’ve affected positive changes towards adultism in the past! Each of us are capable of doing remarkable things–what are you going to do?

 

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Order FACING ADULTISM by Freechild founder Adam Fletcher at http://amzn.to/2noYclH
Order FACING ADULTISM by Freechild founder Adam Fletcher!

Are Youth As Wise As Adults?

Recently, I answered an interview question that essentially asked if I think youth are as smart as adults. I took the liberty of answering with my clearest thinking, and I want to share it with you here:

Adults have created a society in which we are powerful and youth are not. We have done this with the tools of shared culture, individual attitudes and systemic structures, and we’ve infused rumors, conjecture and insinuation throughout all those things in order to maintain, sustain and enforce our power. One of those rumors, conjectures and insinuations is the myth that adults are inherently wiser, smarter and more intellectually capable than youth.

There is absolutely no strong science that shows – wholesale – that all adults everywhere are naturally more able than youth. I think the reverse is actually true, and that’s why adults have created so many systems (economics, education, religion, families, neighborhoods, etc) to enforce adultism, and the myths that enable it. Sucky.

Let me know what you think – are youth as wise as adults? What do you think about what I wrote? Share your response in the comments section below.

 

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This Isn’t An “Ah-Ha” Moment

In the last few weeks, the United States has seen a resurgence of interest in youth engagement. Young people from Parkland, Florida, have led the charge and created a stir among the media by calling out politicians and pundits in public forums, including social media and press events. They’re advocating sophisticated responses to the violence that tore apart their school, and demanding people pay attention. Its working.

However, this isn’t an “ah-ha” moment. Despite how the media is treating it, this isn’t a glorious revelation about the power of youth or the need for systems change. Instead, it’s the continuance of decades of youth-led social change across the United States. This article highlights how that’s true, and what we can do to KEEP youth changing the world!

 

 

Youth having been changing and challenging the United States to change for more than a century. From the newsboys’ strike of 1899 to the anti-gun activism enlightening the nation right now, young people have led the way for a long time. Here are a few issues they have covered:

Child Labor—In 1903, a few hundred children marched from the coal mines and textile mills of eastern Pennsylvania to Washington DC to demand politicians take action for labor laws. Led by Mother Jones, an infamous suffragette, the group shook Congress to the bones, leading to the passage of the first national child labor and compulsory school laws in the country.

Youth Rights—In the 1930s, a group of high school and college age students formed the American Youth Congress to lobby for recreation, education, food and work rights for their generation. They presented the The Declaration of the Rights of American Youth [pdf] to the US Congress in 1935. Working with Eleanor Roosevelt, in 1936 their work led to the formation of the National Youth Administration. Although it was dismantled shortly after, the American Youth Congress launched campaigns for racial justice, increased federal spending on education, and an end to mandatory participation in the college-level Reserve Officers Training Corps (ROTC).

Cultural Diversity—During World War II, racial hatred and white supremacy led to the Zoot Suit Riots in Los Angeles. During these terroristic battles, Hispanic and Latino young people led cultural battles to express themselves, while white supremacists beat them down and stripped children and youth of their clothes to suppress youth voice. This kind of cultural activism serves as a strong call for the rest of us.

Civil Rights—Nine months before Rosa Parks, 15-year-old Claudette Colvin became a pioneer in the civil rights movement when she refused to give up her seat for a white woman on a segregated bus in Montgomery, Alabama. Not prepared to capitalize on the moment or recognize her leadership, movement makers didn’t promote Claudette’s actions. However, Colvin testified at the US Supreme Court trial that ended with a ruling against segregated busing and the end of the famous Montgomery Bus Boycott.

Self-Expression—The stories continue after that, too, with Students for a Democratic Society, or SDS, leading a generation towards activism in the early 1960s; the teen-led organization Youth Liberation Press in Ann Arbor, Michigan printing radical tracts about youth rights, freedom and justice in the 1970s; and the emergence of hip hop youth activism in the 1980s.

Global Youth Action—Youth engagement in social change has increasingly gone global, too. In the 1980s, the student-led movement against South Africa apartheid was openly credited by Nelson Mandela for contributing to the end of the regime of terror that segregated that country. After the turn of the century, the United Nations recognized the essential nature of engaging youth in international development plans. Youth in Australia gained a massive footing in their state educational decision-making around 2003 with the implementation of the Victoria Student Representative Council. Their actions created a foundation that’s still being built on internationally.

I have researched and written about dozens of other issues too, sharing examples and more, as well as actions taken and strategies employed to foster social change. THIS IS HAPPENING NOW.

 

 

Today, we’re seeing a shift in the battle over guns that has gripped the American soul with the murders of thousands of children and youth in the last 25 years. Whether shot by gangs, parents, stray bullets, police, or mass murderers, young people today are faced with increasingly hostile learning environments, with politicians who are seemingly intransigent to the threats they face. Luckily, they aren’t standing for it.

Inspired by activist youth from Marjory Stoneman Douglas High School in Parkland, Florida, where the latest mass murder happened, young people across the country are organizing on-the-ground, practical campaigns to end gun violence forever. They’re confronting politicians, partnering with parents and teachers, and planning massive school walkouts, rallies and demonstrations.

Like others before them, this generation is calling the American soul to the carpet. Young people today want us to feel their anguish, understand their suffering, acknowledge the collective trauma facing them, and to take action and make change.

However, there can be more to this moment than ever before. Rather than being a flash-bang instance of youth-led activism and instead of a media-driven hysteria focused on the appeal of middle class white suburban youth screaming for change, we can transform the very perception of young people in society in three ways.

 

How to keep youth changing the world by Adam Fletcher for Freechild Institute for Youth Engagement

 

3 Ways Youth Can KEEP Changing the World

  1. Create sustainable roles—There have to be positions, policies and practices in your organization and community that are long-ranging, impactful opportunities for youth specifically.
  2. Foster lifelong engagement—Engagement must not end at 15, 18, 21, 25 or beyond. Instead, there should be a continuum of opportunities for young people to see themselves engaged and then become that way throughout their lifetimes.
  3. Call forth the positive powerful purpose of youth—Don’t continue to make youth come to adults and insist change. Instead, reach out directly to young people and appeal to their sense of purpose, power and belonging, and then be ready to take action.

 

 

Its already happening. For more than a decade, youth have been fighting for social change in dozens of areas, like local farming, stopping smoking, challenging white supremacy and ending zero tolerance policing practices. Students have been partnering with teachers to improve schools, working with parents to build healthy families, and struggling against entrenched perceptions throughout society. That’s all happening right now, and we need to expand these practices.

We need to sustain and uplift the current actions young people are taking to change the world. Instead of creating more opportunities for involved youth to become more involved, we need to create new spaces for disengaged youth to become involved. Whether youth or adults, we can do this by changing the attitudes of individuals around us by confronting adultism (bias towards adults) and challenging ephebiphobia (fear of youth) wherever we see it.

Whether youth or adults, we can do this by transforming the structures we live in and operate throughout everyday, including families, schools, nonprofits, government agencies and bodies, and businesses, including all of the policies, practices and procedures we follow everyday. Whether youth or adults, we can do this by navigating and negotiating our culture, including the mainstream culture that paint youth as incapable non-adults; traditional cultures that treat young people as sometime to be seen and not heard; or socio-economic cultures that rely on youth repression in order to assure the social orders they rely on.

Ultimately, we must engage every youth and every adult in every community, everywhere, all the time. My own professional experience dovetails with history to show us that we must embrace, sustain and expand youth engagement. In more than 250 communities nationwide, I have worked with K-12 schools, nonprofits, government agencies and other organizations to transform the roles of young people in their programs, policies and operations. By facilitating professional development for adult staff members; training children and youth in myriad youth engagement skills and issues; planning programs and evaluating outcomes; as well researching and writing curriculum, I have sought to move the needle from seeing youth as the passive recipients of adult-led decision-making towards engaging youth as partners throughout our communities. I have spoke at dozens of conferences, providing motivational and educational expert speeches for young people and adults to see each other as allies, not enemies, by breaking down generational assumptions and understanding the power of youth.

Most importantly to me, I have stayed at it: For more than 17 years, I have run the Freechild Institute to share examples and tools for youth-led social change worldwide, while directing SoundOut, which focuses on meaningful student involvement throughout education. Recently, I joined the Athena Group, a collective of consultants focused on systems change nationwide. Our work will continue to move youth engagement into the mainstream today and in the future.

When you see the headlines, experience the momentum and feel the demand for youth engagement today, I hope you consider the history that’s come before, and understand the efforts underway to continue these actions today and beyond. Youth engagement is our greatest hope, and you can help build it right now.

 

 

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Why Youth Empowerment?

Sometimes, there are things to understand and know that aren’t necessarily agreed with by society. There are beliefs, ideas and activities that don’t make sense to a lot of people. As an advocate, I’m not compelled to do what others think I should; instead, I follow my heart and mind and take inner guidance on where I’m at and where I’m going.

Taking Away Youth Power

Reflecting on more than 20 years of working with children and youth across the United States, I realize that I have seen a generation of youth who constantly strive, constantly achieve and constantly exceed society’s wildest expectations of them. However, young people are doing this with the barest minimum support from society-at-large. We barely fund the schools they attend; we scrape up just enough money for low-income young people; we routinely profiteer off locking up youth who offend the law in order for private companies to make money off them; and just as soon as we can, society throughs young people into war, college or the workplace in hopes that they’ll make it all on their own.

Social Responsibility

I’m of the firm belief that our society should take responsibility for the decisions we make. All of the experiences of children and youth today are not the fault of their families or the fault of young people themselves. Instead, they are the outcomes of our society as a whole. Childhood homelessness? Society. Childhood hunger? Society. Failing students? Society. Abused young people? Society. Youth offenders, dropouts, child prostitutes, child slaves, child labor, all of this? Society.
 
However, its not just the actions of young people that society is responsible for; its also the feelings and beliefs of young people. As a society, we drive children and youth to think and feel the ways they do. That means that when young people feel distrust, apathy, despair, depression, hopelessness, hurt, anger, frustration and any feelings that make adults uncomfortable, its not just their job to “pick themselves up by their bootstraps” and make themselves feel better. Society must take responsibility for what we’ve done.
 

Transforming Power

I want to change this crummy situation. I want to see things be radically different for children and youth today than ever before. After more than 20 years working in education, social services and government to promote the health, welfare and empowerment of young people, it is my responsibility to demand more. While there are many, many ways to get that done, I believe one of the most responsible and genuine ways to transform our society is by enfranchising every child everywhere with the right to vote in every election all of the time.
 
Given the right and responsibility of the vote, children and youth can begin to hold society responsible for the attitudes, actions, beliefs and outcomes that it has routinely dumped on young people for thousands of years. One of the constructs in our society has been to see young people merely as adults-in-the-making, rather than seeing them as full humans right now. As voters, adults will not be able to deny the capabilities of young people; they won’t be able to deny the validity of young people; and they won’t be able to deny the power of young people AS young people, which is what they’ve always done.
 
All youth, everywhere, all of the time should have the right and responsibility to be empowered today.

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ECOsystems or EGOsystems of Education?

Systems of Youth Engagement by Adam Fletcher
CLICK HERE to read “Systems of Youth Engagement” by Adam Fletcher

 

To say that schools are changing right now is a gross understatement.

Between technological, social and cultural transformations happening right now across the U.S., there are new trends becoming apparent everywhere, schools included. This paper puts the massive changes happening throughout the education system into context to help readers understand what’s happening, and why its happening.

 

 

Lots have said it, many see it, but few have called it out: for a century, our education system has revolved around ego. As we become an evermore interdependent and transparent society, this is inherently at odds with the future. This article explores the former EGOsystem of education and identifies an emerging ECOsystem taking its place. It also shows what the future might look like.

 

An EGOsystem of Education

When I first started working in education 15 years ago, I discovered quickly that educators in schools are most often the ones who school worked well for. After barely graduating from high school and taking eight years to get my BA, it was glaringly obvious to me that I was surrounded by former star students and others whose learning styles, socio-economic statuses and cultural backgrounds were being perpetuated by the system. This formula generally holds true for politicians who make educational policies as well as social service staff who support student success outside of schools.

These students often go on to work in schools as teachers and administrators; in districts as administrators; and in state education agencies as program directors, assessment officials and curriculum experts. They are successful in their careers, embraced by their institutions, and generally, reveling in the ways things are. If they are aware of how things are going for students who are most often failed by schools, they see these learners from a position of noblesse oblige, looking down on them from on high.

The system that created these workers has engendered particular school cultures that ensured succeeding generations of familiarity. Despite technology and social changes of many sorts, in many schools, learners who time travel from a century ago can find similar patterns of teaching, classroom management and testing. This is because the education system revolves around the ego, which is a person’s sense of self-importance or self-esteem.

 

Four Phases of Transition

Educators have relied on fulfilling their sense of self-importance and building their self-esteem through their work for more than 100 years. Through my studies, I have seen four phases in America’s education system.

The EGOsystem/ECOsystem dynamic as illustrated by Adam Fletcher

 

1) The Control Phase

Initially relying on a high control environments, schools were initially places where teachers controlled students. The Control Phase looked like this:

  • Teachers could literally physically abuse students for not complying with their every intention.
  • Students who innately complied with teachers were awarded with increased amounts of autonomy and access to learning opportunities.
  • Educators sought to wrangle authority from communities and parents by illegitimating self-education and learning from life.
  • Education policymakers make child labor illegal at the same time legal and cultural systems were created to ensure government authority over learning and teaching.
  • The Control phase radically dismantled community-based and home-based learning opportunities, secured the function of a controlled curriculum, and imposed the meaning of grades and scores on students.
  • Voters supported this model enough to enable schools to emerge as a dominant force in society.
  • The Control Phase relied on the EGO of educators, as it enabled teachers to control large groups of students with minimal enforcement.
  • Administrators were able to control massive groups of students with few teachers, and were capable of ensuring teachers success through compliance.
  • The Control Phase served to break down the EGO of students in order to ensure students would learn what educators wanted them to. Academic honor societies were available only to the highest achieving students and student governments were almost nonexistent.
  • This phase displaced young people from their positions in communities, positioning them as dependents of schools for their learning. It attempted to strip students of self-leadership in order to secure the role of adults as leaders in learning and teaching.
  • All of these factors weighed together to create an EGOsystem in schools dependent on control. This phase evolved towards the Competition Phase. People who benefited from the Control Phase of American education saw the transition towards the Competitive Phase as logical, predictable and favorable progress.

 

2) The Competition Phase

With time, schools became high command environments that relied less on forcefulness and abrasion and more on leveraging authority for outcomes. During the Command Phase, schools looked like this:

  • Students were compelled to participate in classes because of government orders and nothing further.
  • The Competition Phase sought to essentialize schools by making graduation diplomas requirements for workplaces.
  • Conversely, during this phase post-high school opportunities were minimalized for non-graduates.
  • Voters initially supported this approach because they saw that when more people succeeded at schooling, more people succeeded in their careers; more successful careers led to more successful communities, which led to better schools.
  • In the Competition Phase, pragmatic acceptance reigns as students, educators, administrators, policymakers, politicians, parents and voters become acclimated and accustomed to the EGOsystem that has formed within the education system.
  • As schools became judged for their success according to graduation rates, students EGOs were recognized as helping motivate academic vigilance. This phase saw the widespread prevalence of honor societies and student governments in order to satiate those EGOs.
  • With the decreased emphasis on teacher EGO in the classroom, this phase saw the emergence of powerful teacher unions that ensured the authority of educators.
  • Student connections outside classrooms were ignored or seen as irrelevant to teaching, learning and leadership in schools.
  • This phase positioned students as the subjects of teachers, securing the hierarchal relationship between adults and students in schools.
  • All of these factors weighed together to create an EGOsystem in schools reliant on competition. This phase evolved towards the Connection Phase. People who thrived in the Competition Phase were threatened by the transition towards the next phase and saw it as the devolution of schools.

 

3) The Connection Phase

When social change insisted, schools modified their approach to include connection between students, among educators, within the curriculum and throughout the education system. During the Connection Phase, schools looked like this:

  • Rigorous demands imposed on schools coupled with decreased school funding led to increased attempts to ensure community connections with schools.
  • Cross-curricular approaches to teaching and learning were recognized as essential in some areas.
  • Student connections outside classrooms were recognized and mass amounts of homework were assigned to utilize out-of-school time.
  • Students work and family responsibilities outside school time were dismissed.
  • The EGO of students becomes central with honor rolls, honor societies, extracurricular clubs and other student voice and student leadership clubs being perceived as elite or otherwise disconnected from mainstream student populations.
  • The EGO of educators is struggling due to having diminished authority throughout the education system.
  • In the Connection Phase, placing self above all others is the norm. opportunists have the most authority as they maximize connectivity in order to ensure their personal gain.
  • The EGO of education policymakers is peaked from their increased authority over educational outcomes and avenues.
  • The EGO of education textbook, assessment, preparation and advocacy organizations is peaked from their influence on education policymakers.
  • Voters become resentful from subsequent generations going through failed phases of American education and stop supporting schools with levies and pro-public school advocacy.
  • This phase fosters a sense of independence with an awareness of the larger whole.
  • All of these factors weighed together to create an ECOsystem in schools contingent on connection. This phase evolved towards the Collaboration Phase. People who benefited from this phase saw the emergence of the Collaboration Phase as a relief from the pressure of connection and competition.

4) The Collaboration Phase

Today, we’re in the midst of moving from EGOsystems towards ECOsystems of education. This movement is happening through collaboration fostered by technology, social change and other evolution that holds great possibilities.

  • Connectivity is recognized as key to successful learning, teaching and leadership with all partners recognized for their potential, purpose and power.
  • Students are recognized as full partners in learning, teaching and leadership throughout education.
  • While technology was initially frowned upon, connections among students outside of school time became an imposition on classrooms. Educators were essentially required to recognize student connections outside of schools and the effects they have within schools.
  • In the Collaboration Phase, placing self above others is becoming increasingly unacceptable as more people identify with the whole.
  • Students who work and have family responsibilities are recognized for the legitimacy and authority of their learning outside school time, and receive high amounts of support to ensure their successful academic growth.
  • Academic learning, liberal arts and community living skills are recognized with equitable authority throughout the lives of young people.
  • The EGO-driven era of education ends as learning is recognized and embraced as a community-wide, lifelong endeavor for all people everywhere all of the time. This leads to the ECOsystem of education.
  • Voters reinvest in education because of the re-asserted vitality of schools in the health and well-being of democratic society.
  • This phase nurtures a sense of increasing interdependence with strong awareness of the effect of individuals on others.
  • All of these factors weighed together to create an ECOsystem in schools revolving around collaboration. This phase is currently evolving and emerging. Everyone in society should benefit from the emergence of the Collaboration Phase and will embrace the ongoing evolution of learning, teaching and leadership.

The emerging ECOsystem of education is harder to see than previous phases. From my work in schools and throughout communities over the last 15 years, I have seen some aspects of it becoming apparent. Following is an exploration of some patterns that are becoming apparent.

 

An ECOsystem of Education

Right now, there’s a new picture of schools that is coming into focus. Across the horizon of testing, standardization and the school-to-prison pipeline are learning, teaching and leadership opportunities for all people everywhere in which love prevails and pessimism stops. With beautiful balance between critical thinking, cultural uplifting and participatory infrastructure, learning mirrors life in a balanced, holistic way that honors difference, embraces hopefulness and builds through equitable partnerships among everyone involved, regardless of their ages.

When considering the ECOsystem of education, its important to remember what constitutes an ecology. An ECOsystem consists of the interdependent and interacting components of a learner’s environment. There are living elements like teachers and other students throughout, and non-living elements like the building, computers and textbooks. Air and light cycles through an ECOsystem, as well as talking, music and paper ripping. Material elements also cycle through an ecosystem via cafeterias, heating plants, and other pathways.

 

New Realities

As the ECOsystem of education continues to emerge, we will need new guideposts to know where we’re at. In the 300+ schools I have consulted over the last decade, the following three trends represent the new realities in education. These can serve as guideposts to ensure students, educators, administrators and others are on the right track to ensure the healthy, whole, successful and sustainable transition underway.

New Learning

While more students opt to learn from home, more schools rely on BYOD and tablets-as-textbooks, and classrooms integrate more with communities, schools will have fewer and fewer options for retaining students in desk chairs. Instead, they will be forced to embrace disruptive learning technologies of all sorts, including experiential education, service learning and integrate CTE that positions elementary and middle school students in applicable, pragmatic problem-centered learning to address real world challenges.

With more adults actively infusing throughout the school day as both co-learners and co-leaders with students who are transforming communities, the role of student will be actively redefined. No longer the plaything of classroom tyrants, students will be recognized for their essential role in the American democracy as the foundation and implementation of lifelong civic identity and engagement. Students of all ages will freely co-learn, co-teach and co-lead communities in quintessential learning communities that are infused with vigor, vim and vitality.

New Teaching

By actively taking control of the things they want to learn, students are actively moving from being the passive recipients of teaching towards becoming active partners in learning and leadership. Each individual student will develop and implement their own course of learning from their youngest years in schools. Learning about their roles as active learning partners, they will also assume more responsibility throughout their communities for teaching their elders. In turn, today’s teachers will continue towards become learning coaches and facilitators to the willing. Students will gain full authority through true interdependence, and communities will become fully integrated throughout their local education systems.

New Leading

The effect of dispersed learning and teaching are already rippling throughout the education system. Technology is actively pushing students out of the forced irrelevance of age- and interest segregated classrooms and towards their broader communities, while schools have to reach deeper towards their local communities in order to cover budgets. This is drawing students towards meeting real community needs through authentic leadership and away from falsely important student governments. In turn, this is forcing schools to reconsider engaging those students in educational leadership. In the ECOsystem of schools, education uses all members of the community in order to drive, transform and sustain learning. Students become researchers, planners, teachers, evaluators, decision-makers and advocates throughout communities, which in turn recognize their legitimacy as contributing members of society.

This rekindles community investment in education, which further enriches the educational environment. Racial inequities are eagerly addressed by communities, and the school-to-prison pipeline is dismantled. Every student creates their own learning plan with strategic systems of learning supporting their implementation. Restorative justice engenders new cultures of respect, trust and ability throughout schools, while nutrition, school buildings, athletics and other activities become safe supports for learning and teaching. All of this happens through new leading.

 

Forward

As schools move forward through the phases, a natural ECOsystem of learning will emerge. There is a growing awareness of this transformation. Some people see a complete destruction of traditional, EGO-driven schools, while others see an ongoing evolution towards ECOsystems of learning, teaching and leadership. If we deliberately identify the systems supporting education, we can make this shift intentionally.

As the entirety of the system moves forward, there will be resistance and denial. People who’ve upheld the first and second phases will resist the inevitably of this transformation, while others who’ve embraced the third and fourth phases might actually deny the need for the system to move forward. Those who resist and deny are actually representing the EGOsystem of education that has become entrenched by the powers that benefit most from the EGOsystem. However, truncated by the inevitable transformation fostered by ongoing social change, its inevitable for the EGOsystem to die.

In order to move it forward, its important for educators, students and others to make an honest assessment of where their own personal expectations lay; where their schools’ realities are; and what the gap is between those two areas. Schools will never do more than we are willing to do in them. If a person is young, then its imperative to establish genuine expectations for their own experience. This comes through reflection and critical thinking. If a person is older, its vital to engage in critical self-analysis as well as self-engagement in a project for school improvement. For anyone, its important to get active. Research what exists right now. Work with others to plan for alternatives. Teach people about options, no matter what age you are or they are. Evaluate and critically examine what exists, what could exist and what the gap is between those two spaces. Get involved in decision-making wherever there’s an opportunity, including on committees, in forums and in other spaces. Finally, everyone must advocate for the future of schools and the emerging ECOsystem of education. This has to be brought forth on purpose, and the only way to do that is to encourage individuals, organizations and communities to move towards the ECOsystem on purpose. Advocate for that.

Learning is a beautiful, nature and evolutionary approach towards expanding our human potential. The ECOsystem of education moves us towards powerful possibilities for all students everywhere all the time. You should come with.

 

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An Interview on Adultism

Recently, a youth activist in the UK wrote to me with some excellent questions about adultism. I loved responding to him, and I think we have some excellent conversations ahead of us. I want to give you a peek into what was exchanged. Let me know what you think?

Question 1: Why does youth-based ageism matter to you, both personally and from a broader societal perspective? 

Growing up, I experienced homelessness, generational PTSD, generational alcoholism, and situational poverty. After beginning youth work as a teenager, I discovered a realm of youth advocacy focused on youth rights. Beginning with the analysis that youth aren’t granted rights and freedoms enjoyed by adults simply because of their age, in my early 20s I examined my own professional practice and discovered that I’d perpetuated this discrimination against youth in my youth work. My own professional journey took a critical turn at that point, and I’ve never looked back.

Since then, I’ve studied the phenomenon of adultism in-depth, writing dozens of articles and a book about it called Facing Adultism. I’ve also led workshops with hundreds of youth and adults across North America and in Brazil over the last 15 years. Among my findings, I’ve discovered some radical trends that are disturbing. Rather consistently and regardless of setting, adults appear to be consistently predisposed to the actions, ideas, words and opinions of other adults. I call this bias towards adults adultism. Adultism seemingly happens everywhere, including many places that exist simply to serve children and youth, including schools, after school programs, youth centers, summer camps, and in childcare facilities, as well as businesses that serve young populations, including stores, healthcare, and restaurants. On a very basic level, the problem of adultism in democratic societies is that it inherently undermines and ultimately dismantles democracy. We basically spend 18 to 25 years of a person’s life telling them to be passive recipients of hierarchical, authoritarian decision-making, and then one arbitrary day we bestow them with the mantle of Voter and pray they have faith in democracy. That disjunction doesn’t sit well with most people, and easily explains why so many people are disaffected by voting today.

In a more complex way, I believe adultism is the conditioning that permits all other discriminations to co-exist throughout our societies. From infancy we’re taught in subtle and overt ways that adults are dominate in our worlds. At the same time we appropriately rely on them for food, clothing, shelter and security, we’re conditioned to accept their control over our appearance, attitudes, education and behaviors. Through this control, adultism opens the doorways for oppression through sexism, racism, hetrosexism, classism, and many other biases and discriminations, allowing each of us to both become oppressors and the oppressed. This has massive effects throughout our societies that are grossly underexamined.

Question 2: Is youth-based ageism entrenched in politics/culture/society? What are the consequences of it?

Bias towards adults is thoroughly entrenched throughout the entirety of society, including politics and culture, and education, healthcare, law enforcement, familial relations, community structures, government, economics, religion and spirituality, the arts, and even crime. This bias towards adults, and the discrimination against youth which is consequential, disallows all young people of every age from fully realizing their own capacities, personalities, abilities and interconnectedness. This continues until the time when society stops disallowing them to do so. This means that any contributions that children and youth could make to a better world for all people; any economic contributions they could make; any education they could become truly passionate about; any subject which they could master; all of this and so much more is thwarted because of adultism. The youngest people in our society could make the greatest contributions, if only they weren’t continually denigrated by adults simply because of their age. Mozart was five when he composed his first minuet – not bad for a kid. Imagine what any of us could do without the shackles of adultism.

Question 3: What would you argue is the main factor that prevents pro-youth organisations, such as the UK Youth Parliament and perhaps US equivalents, from being more effective than they are?

I would suggest that adultism is the main factor that prevents youth-serving orgs from being more effective, and that adultism uses money as a lever to control the structures, attitudes and cultures of those organizations. There are strong financial incentives that exist in order to enforce adultism. These fiscal constraints are the most powerful force that ensures the sustained habituation and enculturation of adultism in all of its forms throughout our society, especially within youth-serving organizations. Whether these organizations are working in hyper-local settings on the familial, neighborhood and community levels, or in national or international forums, all of them are generally constrained by the authority and ability granted to them by money. The simple fact is that there are absolutely no funds anywhere that actively support the elimination of adultism, or any steps preceding that. Because of that, each of these organizations choose the routes they need to follow in order to most effectively meet their funders’ expectations.

For instance, the UK Youth Parliament chooses politics as its avenue to serve youth. In these politics they follow the pathways which grant them the most ability to affect change on behalf of their constituents. That means that if a bill is going to be fought effectively, it might require a little adultism here and a little adultism there, which is acceptable in order to fight that bill. Similarly, a well-meaning teacher in a public school might know in her heart that student voice should be infused throughout her classroom, with students making and enforcing rules, cowriting and critiquing curriculum, administering and evaluating assessments, and so-forth. However, she also knows her headmaster placed a book in her hands, gave her a URL for student testing, and she must do what she’s told to keep her job. A little adultism here and a little adultism there, and she has a job again next year.

Question 4 and 5: What’s the solution for schools? And what are solutions beyond the school remit?

Schools must stop existing simply to promote academic achievement, and instead adopt the understanding that their singular purpose is to engage students in learning, teaching and leadership throughout their own lives and their communities. Academics is one avenue to student engagement, but only one. There are dozens of ways to engage learners, and schools should be held to the highest account for engagement, simply because that does not happen anywhere else in society. That’s because student engagement is the sustained connection a student feels towards something, and schools should be responsible solely for fostering that feeling. Who is in charge of whether or not a student becomes engaged in something? The student, and the student alone. Who can help facilitate whether a student becomes engaged in learning, teaching and leadership throughout their own lives and their communities? Educators. Student engagement would be the ultimate goal for schools because nowhere else could do it quite the ways they do.

Beyond schools, there are countless avenues towards a more successful society for all people, regardless or because of age. Starting with full suffrage for all people regardless of their age, I believe it extends towards complete citizenship for all people with equitable roles, responsibilities and rights accorded to people because of their ages. Teaching, reinforcing and uplifting the notion of interdependence is vital, too, as it can help both young people and adults understand complex social understandings in a concrete, tangible way. In his last book published, Where Do We Go From Here: Chaos or Community?, Dr. Martin Luther King, Jr. wrote, “When we get up in the morning, we go into the bathroom where we reach for a sponge provided for us by a Pacific Islander. We reach for soap created by a Frenchman. The towel is provided by a Turk. Before we leave for our jobs, we are beholden to more than half the world.” I believe that same sentiment must be translated on the age issue. I don’t think we have a case of youth versus adults here, Tom. Instead, this is an issue that’s endemic in Western culture and its tearing us apart. We can work past this, given the right mindsets and resources.

 

Again, this was just the start of a long conversation. Let me know what you think and whether you’d like to read more!

 

You’re Responsible for Your Freedom

For the last few days, I’ve been in a dialogue about the nature of freedom. I’ve been asked several questions, and I’ve answered them openly. I’m reducing the conversation down to the key questions, and I want to share those answers with you here.

Question One: “Is someone free if they need someone else to free them?”

I’m afraid the answer to this is a bit esoteric. For thousands of years, people have been trying to teach that freedom has to begin inside us. Governments can grant all the freedoms they want, and tyrants can take them all away, but neither matters to the person who is truly free. Gandhi, MLK and Mandela all said so.

I believe that when people of any age have opportunities to access the knowledge, skills and ability to create change in the world, they internalize the truth about freedom. That truth is that freedom is an inside job, and not otherwise.

That said, there are countless ways our world can be more free, less oppressive and authentically engaging. Connecting young people with opportunities to challenge sexism, racism, white privilege, classism and adultism is essential to not only their freedom, but the freedoms of everyone, everywhere, all the time. That’s because as we recognize the reality we’re wholly interdependent, we become wholly independent – but not the opposite. Our understanding has to work in tandem like that; as does our freedom: The more I help another person realize their freedom, the freer I become.

My freedom is inextricably bound up with yours, and yet, your freedom is wholly independent of mine. No person is free until all people are free, and yet, no person has to wait for anyone to make them free.

Question Two: “Some of the language of ‘connecting young people with…’ says to me that young people are in need of someone to connect them, being in a deficit situation.”

When I wrote “connecting young people with social change”, I was not perceiving a deficit; its actually quite the opposite. As an adult social change agent I have led The Freechild Project for 15 years, with that very objective. Rather than seeing one thing as a negative and the other thing as a positive, with that specific statement I seek to acknowledge that society is in need of change, and young people have some of the resources needed to foster that change. In this way, youth are the asset, and society is in deficit by neglecting, denying, or otherwise silencing their abilities, knowledge, and skills.

Question Three: “Tell me more tangibly about how we are inextricably bound…”

Dr. King did that better than I ever could in his last book, “Where Do We Go From Here: Chaos or Community?” Tangibly speaking, he wrote, “We are everlasting debtors to known and unknown men and women…. When we arise in the morning, we go into the bathroom where we reach for a sponge provided for us by a Pacific Islander. We reach for soap that is created for us by a Frenchman. The towel is provided by a Turk. Then at the table we drink coffee which is provided for us by a South American, or tea by a Chinese, or cocoa by a West African. Before we leave for our jobs, we are beholden to more than half the world.”

In this same way, children, youth and adults are bound together in numerous practical ways every single day. Young people are primary purpose and focus of many of our society’s occupations, including parenthood, teaching, social services, commercialism, and entertainment. Many adults depend on young people for their entertainment and education, as students bring new knowledge into the household, as youth master technology, and as children expose new realities in their play and work everyday. Similarly and not shamefully, children and youth are dependent on adults for many things, too.

Question Four: “…No person has to wait for anyone to make them free?”

Again, I’ll let history speak for me. Nelson Mandela said, “As I walked out the door toward the gate that would lead to my freedom, I knew if I didn’t leave my bitterness and hatred behind, I’d still be in prison.” Bitterness, hatred, cynicism, contempt, spite, and other feelings are exactly that: feelings. Many people, of all ages, are held captive to their feelings and thoughts. Mandela (and others like Freire, Horton, and even Buddha and Jesus) taught us that we can overcome our own feelings and thoughts to become more free. That is something that anyone can do, despite their conditions. Mandela recognized that after 27 years in prison; maybe we can do that no matter what conditions we live in.

Question Five: “Much of your work around adultism is to support policies and systems being more equitable for young people…policies and systems that currently prevent youth from being free. If I am an adult, and within these policies and systems am free, how am I any more free when I change the policies to allow youth to be free?”

If you are an adult within these systems who is earnestly and authentically working to transform those systems, you inherently must understand that your freedom is bound up with the freedom of children and youth. If you don’t understand that, not only are you not “free”, but you are actually captive to adultism yourself. Internalized adultism disallows us from actually treating children and youth as equitable partners anywhere in our society. Instead, it oppresses adults, perpetuating feelings and thoughts of pity and sympathy towards young people, rather than empathy and solidarity.

Malcolm X explained this best when he said, “If you’re not careful, the newspapers will have you hating the people who are being oppressed, and loving the people who are doing the oppressing.” In a similar way, I would echo that if we’re not careful, the systems that we serve young people through will have us hating young people, and partnering with other adults who hate young people, too.

When we confront our own internalized adultism, work through the oppression we faced as young people, acknowledge the oppression we’ve caused young people as adults, make amends for what we can and genuinely approach children and youth as full human beings who are completely capable of transforming the world around them through equitable youth/adult partnerships… then we will begin to see, experience, taste and touch freedom. But until then, we’re merely tricking ourselves in the worst kinds of ways.

Question Six: “If a policy that oppresses young people exists, and young people need adults to change that policy AND it is changed. Are those youth really free from that oppression?”

Part of the tension of our society is that nobody is ever truly free of any oppression until they understand for themselves that they are free. You can overthrow all the shackles of adultism, all of the confines of government, all the norms of society, and people will still be oppressed. That means that governments, schools, nonprofits, laws, rules, regulations and other forms of control aren’t the root of oppression. At the root of oppression is our personal, individual willingness to be oppressed. When we stop being willing to be oppressed, we can no longer be oppressed. That isn’t a “jedi mind trick” or anything like that; its a practical guide to freedom. As long as we wait or work to free ourselves from other things outside of ourselves, we are reinforcing the internal controls that obligate us to be held captive to those external things.

The practical application of that means encouraging young people to explore how they learn best and what they want to learn most AT THE SAME TIME they are working to transform the education system.

Question Seven: “Or are they only free when they have freed themselves…changed the policy themselves, absent of any adult action?”

Again, youth can challenge all the laws of any land and still never experience freedom. That has nothing to do with their age.

Condemning young people to having to work on their own without pragmatic partnerships with adults is a confinement that’s as oppressive as any policy they’re attempting to change. That’s because in every single part of our society, with only .00001% deviation, adults saw the need for the policy; adults created the policy; adults imposed the policy; adults enforced the policy; and adults handed out punishments to youth who violated the policy. Suddenly, youth are somehow supposed to magically come along and change the policy, wholly without the assistance of adults, and expect that to last?

After years of working with groups in all kinds of configurations attempting different forms of this work, I can tell you that my experience has definitively shown me that if and when that formula works, it isn’t long sustained. Without cultural and attitudinal transformation, wholly youth-led systems change simply doesn’t work.

THAT SAID, this reaches to the point I’m trying to make: If we don’t teach young people to find freedom within themselves, are we simply deceiving them, and ourselves? Methinks the answer is yes, yes we are. We have to go deeper in order to reach further.

Question Eight: “How does this theory translate to race?

Because it takes huge effort, determined practice and focused thinking, nothing I’ve written here is simple. To reduce the work of freeing yourself from your own bondage by calling it “simple” reveals bias against this, the hardest of work.

Several people have answered your question more eloquently than me, so I’m going to let them:

Paulo Freire wrote, “The greatest humanistic task of the oppressed: To liberate themselves.”

Buddha said, “No one saves us but ourselves. No one can and no one may. We ourselves must walk the path.”

Frederick Douglass wrote, “No man can put a chain about the ankle of his fellow man without at last finding the other end fastened about his own neck.”

Albert Einstein wrote, The Dalai Llama said, “Our task must be to free ourselves… by widening our circle of compassion to embrace all living creatures and the whole of nature and it’s beauty.”

My own flawed, imperfect answer is that indeed, when we’re ready to throw off the shackles of our oppressors, we must begin within and work outside ourselves, simultaneously. That’s why it’s true that nobody is free until everybody is free, and that as long as any of us are oppressed, all of us are oppressed.

We’re all in this together, no matter where we start or what we’re doing.

Adam’s Note: Rereading this, I’m happy that my thoughts are congealing more than ever. But I’m still flawed, and there are holes in what I’ve written here. Can you please share your thoughts with me about what you’ve read here? I’d love to get your opinion. Just hit “reply” to this email and we can talk through it. Thanks.

Stopping Discrimination Against Children

Recently, a young person from Finland wrote to me for an interview. They wanted to discuss discrimination against children.

Following are the questions they asked and my responses. Let me know what you think in the comments section!

 

What is child discrimination to you?

Discrimination against children happens anytime adults are biased towards adults. That means that whenever our words, our actions, our thoughts, and our ideas favor adults before children, children are being discriminated against.

 

When was the last time you saw it happen? What was happening

Discrimination against children happens every single time children and adults interact. This includes almost every parent/child, teacher/student, clerk/customer and caretaker/charge relationship. Discrimination against children happens in schools, at home, in businesses, in afterschool programs, in government agencies, in courts, at the playground, on the athletics field, in neighborhoods and throughout all of our society, all of the time.
  • Discrimination against children happens in the words adults use: Jargon, insistence on manners, and saying things like “You’re in my house and you’ll follow my rules” or “You’ll understand when you’re older” or “Children are better seen and not heard.”
  • Discrimination against children happens in the actions adults take: Building schools and houses at adult heights instead of childrens’, making curriculum and tests to meet dream-up adult wants rather than genuine child needs, and corporeal punishment.
  • Discrimination against children happens in the thoughts adults have: “I’m her parent and I know best”, “I’ll do what I want done here and convince her that its right later on”, and “They’ll just have to do this now whether they like it or not” are some of the thoughts adults have.

I explore all this in-depth in my book, Ending Discrimination Against Young People.

 

Have you even been discriminated in your life? If so how?

Whether or not we acknowledge it, every single person has been discriminated against in their lifetime. Discrimination is any judgment against anybody, including those made because of our ages, genders, skin colors, socio-economic statuses, cultural backgrounds, religions and more.
I’ve been discriminated against for many reasons, including my age when I was young, and my age now that I’m older.

What are you doing to stop discrimination?

I write books and pamphlets, facilitate workshops and give speeches to help educate people about discrimination against children and youth. My books include Ending Discrimination Against Young People as mentioned a moment ago; A Short Introduction to Youth Rights; and more than a dozen others.

What are ways people can stop it everyday?

As I’ve explained here, discrimination against children is a huge thing that affects everyone. The very best thing that anyone of any age can do to stop it is to listen to themselves, watch themselves and stop themselves from discriminating against children. EVERY ONE OF US discriminates against children, including children. We should listen to our thoughts and words, and hear ourselves discriminating against children. We should watch our actions and see how we discriminate against children. If we choose the company of adults before children, we’re discriminating against children.
After we’ve seen and heard our discrimination against children, we have to ask whether we’re okay with it. If we are okay with it, we don’t have to stop it. But if we’re really not okay with it, we should confront our own discrimination against children whenever, however we can. Then, and only then, should we encourage others to do the same thing.
What do you think? Agree, disagree? Share your thoughts in the comments.

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Adults Letting Go and Taking Charge

Recently, I wrote an entry on this blog called “The Gradual Release of Authority” in response to a series of conversations I’ve been having across the country. This issue continually comes up with adults who are grappling with moving young people from being passive recipients of adult-driven programming, whether in schools, nonprofits, government agencies or other places, towards becoming active partners throughout the world they are part of. Well, apparently writing that article wasn’t enough for me, and I had to create a video, too.

So here’s my latest video called “Adults Letting Go and Taking Charge.” Hope you like it; let me know what you think in the comments section on YouTube.

The Gradual Release of Authority

The third step in my Cycle of Engagement is to give the person who you’re trying to engage authority. Whether you’re a teacher, social worker, politician or parent, you have authority you can grant another person. Anyone who has any position of responsibility for other people can grant authority to those people.

More responsibility

We live in times when people want and need more responsibility for their own lives, no matter what age they are, what place they are in or what objective they are trying to accomplish. People who are trying to sell cars and make money need more responsibility for the cars they are selling. Players on a little league baseball team need more responsibility for the games they are trying to win. Violinists who are playing in a symphony need more responsibility for their performance.

People of all ages, abilities and purposes need more responsibility because we have consistently experienced less and less for so long. So many systems, supports and cultures have been established that relinquish us of our responsibility that we need to be retaught and reconditioned to accept responsibility for ourselves, our communities and the world we all share.

When people consistently well on something, they are generally demonstrating a high level of responsibility. In order to have more responsibility, people need to have more authority for themselves, their activities, their processes and their outcomes. When people experience more authority, they assume more responsibility. When people experience more responsibility, they become more engaged.

Our authority

Adults are like squirrels.

After surviving childhoods and teenage years deprived of substantive responsibilities, we suddenly are thrust into the world of adulthood and all its duties.

Some young adults crack quickly, running back to their childhoods or parents or other safety nets in order to avoid adult responsibilities. Others have nothing to fall back on, becoming homeless or struggling into adulthood with negative checking account balances, consistently poor love relationships and meaningless jobs. Still others suffer mental health challenges. Other young adults launch into higher education or good jobs, cultivating their capacities to self-manage and facilitate their own learning. They start their careers, build their portfolios and retirement savings, investing wisely in themselves and their futures. Their self-esteem grows significantly during this period. Oftentimes, young adults are a combination of both, succeeding in some areas while being challenged in others. In time, young adults are seen as adults, regardless of their appearances of success.

All adults are given responsibilities over themselves simply for becoming an particular age, not because they have the desire, capability or ability to have those responsibilities. They are just granted liberties because of our laws, social norms, religious customs and cultural traits. Adults become teachers, childcare providers, parents, police, and counselors. We are store clerks, shop managers, table servers and librarians. We receive the ability to vote for elected officials, run for political office, sit on public boards and join juries of our peers.

Along the way, we gain the abilities to buy and drink liquor at will; save money in banks; travel; get married or divorced; establish, maintain and obliterate credit accounts; go to college; be out until any hour we’d like; attend anything we choose or skip anything we choose. All of these responsibilities, abilities and capabilities rest into our hearts and minds, permeating our psyches with senses of purpose, obligation and opportunity.

Many adults begin to horde these things. We tuck them away in the corners of our minds, holding onto them as sacred and paramount, attaching them to our senses of purpose and belonging and enshrining them in our democratic, moral and inherent duties to the planet and those around us.

Adults are like squirrels.

Gradually releasing authority

In order to engage children and youth in any setting for any purpose, adults must authorize them to become engaged. It is not enough to simply assign them tasks, give them projects or grant them room to speak. Adults must authorize young people. That is because we are like squirrels.

After all these years of our lives of hoarding authority—in the form of responsibilities, abilities and capabilities—we have to make conscious, deliberate and intentional efforts to distribute this power.

Why Young People Need Authority

  • Powerful learning. Having gradually increasing, facilitated opportunities to share authority can ensure the most power learning for the most disengaged student, as well as the most engaged;
  • Real applications. Authority cannot be granted in a vacuum. If you’re actually gradually releasing authority to young people, they are engaging in real applications unlike any other in their lives;
  • Deep engagement. No matter what activity you want children and youth to become engaged in, if they experience authority through it they will become more engaged than if its otherwise;
  • Lifetimes of purpose. Preparing for a lifetime of being engaged humans should happen throughout their youngest years, and not merely in the last year of high school or a special summer program. This can propel young people towards truly solving the world’s problems and transforming all our lives; what higher goal should their be for learning?

Because of—not despite—their young years, children and youth should experience more authority than they experience today in our society. These are learning opportunities, capacity building activities that everyone benefits from. Young people do not have to be made ready for them, either—they simply need to be engaged in them, immediately. Along with many other people over the years, I have made this argument repeatedly through my writing, speeches and educational activities for more than a decade now.

Engaging children and youth in responsible ways does requires that we gradually release authority. We cannot and should not thrust the full brunt of adult responsibilities onto young people all at once in any situation. This is for many reasons, including the fact that simply handing over authority without appropriate learning opportunities is a recipe for failure. And therein lies one of the truths about children and youth: As adults, it is our responsibility to ensure they learn.

Note that learning about authority is not the same as earning authority. No young person should ever have to earn authority for themselves, particularly no adult ever does.

5 Points About the Gradual Release of Authority

  • Share the purpose: Children and youth need to understand why they are being engaged, as well as what they are participating in. Facilitate their understanding of the purpose and processes they are being authorized through.
  • Help them understand the idea of authority: Teach young people about authority on purpose for the sake of gradually increasing their capacity through knowledge-sharing and skill-building.
  • Remember context: That knowledge and those skills depend on the circumstances—who, what, when, where, why and how—we’re trying to engage young people. In order to ensure their relevance, the capacity building opportunities children and youth are presented with should correlate with those circumstances.
  • Foster self-leadership: Do not resist their leadership: If young people show you they are ready to move forward, do not neglect their guidance. If they show resistance, acknowledge that and work with it, too.
  • Position for success: Experiencing contextual learning through authorization is outside the regular ways of being for almost all young people. Give them titles, positions and opportunities to recognize the significance of the authority they are being granted and in order to own their work further.

Remembering those points can be essential during the course of releasing authority to young people.

Know this

There are moments—and sometimes days, weeks or months—of terror in the hearts of many adults when we begin to gradually release authority to children and youth. After years and decades of accumulating responsibilities and the authority that come with them, it can feel agonizing, threatening and very challenging to do this work. Rather than being circumspect though, it is important to maintain an open mind toward the people we’re teaching and the activities we’re engaged in ourselves.

In those times of internal resistance, the most important thing adults can remember is that sharing our authority does not diminish it; it increases it. That happens because when our young people become more capable of accomplishing more on their own, we gain more ability to do more things for them in a less direct, more supportive way.

If moving from being an authoritarian leader towards becoming a collaborative partner feels unusual, that’s because in our society it is unusual. That doesn’t mean its not right though.

If you’re too challenged…

When adults feel too challenged to move forward with the gradual release of authority to young people, then there is a problem. Despite our temptation to blame the kids and protest the possibilities, the problem isn’t with young people, either. The problem is with us as adults.

While there is validity to the limitations of children and youth, there is never a circumstance when young people shouldn’t experience more authority in their lives. That doesn’t mean you have to hand over the keys to the car and let young people teach themselves to drive on their own. Nobody is advocating for Lord of the Flies here. But it does mean that adults have to take responsibility one more time by gradually releasing authority to young people. However, this time it means taking responsibility for your lifetime of squirreling away authority, including responsibilities, abilities and capabilities.

You can do that by gradually releasing authority to children and youth. You’ll be a better human because you did.

 

Have questions, thoughts or ideas about this? Write in the comments section below and let’s talk about it.

 

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