One of the main researchers of student voice in the world today is Dana Mitra. Based out of Penn State, she’s done awesome work over the last 15+ years focused on students changing schools, and more. I really admire her writing, her commitment, and the breadth of her studies. She’s taught me a lot.
Can we talk about the uncomfortable bridge between student-led student activism for education reform and adult-led student voice in schools?
From my conversations and workshops, I’ve found that a lot of teachers are very off-put by that connection. Why is that? Is there an unspoken assumption that hidden inside every student is a possible revolutionary? Or that every student activist could potentially lead Venezuela-style protests?
Or does this get to the heart of why there still isn’t a #studentvoice movement throughout North American public schools, en masse? Is it that schools (including but not limited to teachers, administrators, and elected officials) are simply frightened by the prospects of educated, aware, and empowered students?
These questions go further, too, as they reach to the very heart of our society’s relationships with young people today. That’s all for another post though…
Creating a safe and supportive learning environment is vital to engaging student voice.
A great way to do that is through reflection. Reflection is a process of looking back on an experience and deciphering the meaning of it. This post shares some activities to foster that process.
Reflection Activities
Here are several activities facilitators can use to foster reflection on student voice. They can be used for classroom reflection or used as activities in afterschool, summertime or other student voice programs, too.
Emotional Go-Around. Participants are asked to show with a word, their body, or a facial expression how they feel right at the moment. Let people show their reaction, one at a time, and then have participants explain their reaction. This activity can give the facilitator a sense of the group mood and gives the participants a chance to express how they feel at that moment.
Learning Skits. Split the students into groups of three or four and ask each group to portray their learning experience through a skit. Give each group 10 minutes to plan what they will do and up to five minutes to share their skit with the rest of the group. After each group’s presentation, have the whole group process reactions, give suggestions for effective future projects, and give positive feedback to the actor/actresses. This activity could take 30 minutes to an hour to complete.
Visualization. Take your students on an imaginary tour of their learning experience. Ask participants to find a comfortable position (lay on the floor, rest your head on the table, lounge in a chair) and close eyes. Play relaxing music at a low volume. Ask participants to become aware of their breathing, ask them to leave their present thoughts and clear their minds. Once the participants appear to have relaxed, ask them to begin remembering their learning experience. To assist them in remembering their experience mention common events, allow participants to remember how they felt before they did their experience, what their expectations were, what happened in their preparation, how they felt during their learning experience. To stimulate their thinking you might mention some of what you remembered. Slowly bring them back to the present. Ask them to become aware of their surroundings, again concentrating on their breathing, and open their eyes when they are ready. Ensure that a quiet tone is maintained. Continue to play music, and ask participants to share their recollections with another person and finally have people make comments to the whole group.
Group Banners. Using a large pieces of banner paper and markers, ask students to get into pairs and depict their experiences using a combination of words and pictures. Give them about 10-15 minutes. When completed ask each pair to share their banner with the whole group. Use their banners as a jumping off point for processing the experience.
All Tied Up. Have the group stand in a circle. Holding the end of a ball of string, hand the ball off to a participant. Ask them to reflect on a particular question (e.g. what was something new you learned today?). Once they have answered the question ask them to hold onto their piece of the string and to pass the ball onto someone else. Continue the process until everyone has reflected on the question, and has a section of string in their hands. When completed, you should have something that looks like a web. When they are all done talking, make some points about the interconnectedness of people, how they are all part of the solution, for if one person had not contributed to their learning experience the outcome would’ve been different, etc.
Learning Journals. Ask students to keep a journal of their conference experience through regular (after each activity) entries. Provide framework for the journals (e.g. who will read it, what should they write about, how it will be used). Variations on the Activity Journal include team journaling, and circle journals. You can also provide particular questions to respond to, and use hot topics from activities to reflect on. You may ask participants to reflect on conference topics, including quotations and readings from authors, music groups, etc.
Time Capsule. As students are being introduced to your conference, have them put memorabilia and initial attitudes related to Peace Jam and their school’s projects on paper to start the time capsule. This could include a short project description, an agenda for your conference, or anything else relevant to what’s going on. Have the students write down how they are feeling at the start of the weekend, how they feel at different points of their school’s projects (e.g. what they expected at the beginning of the year, how they felt about your topic or conference before this weekend, what they feel/felt (before, during or after) their project as a whole. Put everything into a “capsule” that will be opened and read aloud and discussed (perhaps anonymously) at the end of the your conference.
How I Use Them
I frequently use visualizations to foster reflection about the roles of students in schools and meaningful student involvement. As a tool, visualizations allow me to create an immediate climate in a classroom and foster the group through deep reflection.
Recently, I facilitated a program in a local high school focused on engaging students in their formal school improvement planning process. At the beginning of the process, a group of “nontraditional student leaders” showed a lot of resistance to the idea that teachers would value anything they contributed to school improvement. I led the group through visualizing their ideal school. We carefully walked through the average day of a 14-year-old new student in their school. When we were done, students were brimming with ideas, and after debriefing and taking notes about many of those ideas, I assured the students their contributions were important and would be valued.
Soon after that, I facilitated a professional development session for the school’s faculty focused on meaningful student involvement in school improvement planning. Towards the beginning, I sparked this group of 40 seasoned educators’ minds with a different visualization. This time, after creating the appropriate tone for being able to envision what I was talking about, I asked them to reflect back on their personal experience in school when they were 14-years-old. We walked through a typical day and considered many of the elements of teaching, learning, and leadership in schools, as well as their lives outside schools. When we were done, I had them reflect on three questions:
What sticks out most in your memory from this visualization?
What do you think differs the most between your memory of school and students’ experiences today?
Can you value what students have to say about school improvement today?
During the first question, the teachers loudly bantered back and forth and shared good info, with some pairings laughing hysterically, while others got sad and processed some deep stuff that came up. During the second question, everyone assumed their professional minds again – although what came out was a deep sense of compassion and purpose, and empathy. But in the third question, the investment was locked in and the group was suddenly focused, willing, and supportive of the conceptual framework I was asking them to examine with me.
Needless to say, after that the group went exactly where I wanted them to, particularly since we began the next activity by looking at students’ projections of what their school could become.
Points to Remember
There are several important things to remember about reflecting on student voice. Here are a few:
Reflection is storytelling. Students are familiar with storytelling – the videogames they play, the books they read, and the times they spend with their friends are all filled with stories. Encouraging them to tell their stories of what happened engages them by helping them make meaning and place value on their experiences.
Help students find the words they need. Reflection is best done as a shared activity that creates safe space and opportunities. Remember to appreciate their contributions and elaborate on them from your own memory.
Ask specific questions. Help students talk and reinforce them by encouraging them to be specific and speak their truth. Rather than asking, “What did you do after school,” you might ask, “What did you find out on Internet?” Talk together about what students found most interesting.
Talk with students during events to help with learning and recall. In addition to pointing ou specific details, educators can help students link what they have done with earlier experiences and knowledge. “This makes me think of that day when…”
Follow the lead of students. Sometimes students cannot divide their attention between doing and reflecting. Be aware of the needs of students and wait for the right moment.
Documentation can make reflection easier. Whether it is pictures of students relaxing or art students draw, a physical record helps facilitate meaningful discussion.
Reflect early and often. Talk about what happened while the experience is still fresh, but revisit it later. The trip home is a good time to discuss what students learned at the city council meeting – and later you can write a story about it or review the pictures you took. Reflecting on your own reflections can lead to deeper understandings.
Each of these points can help make your student voice reflection activities richer and more meaningful. The wealth that emerges can then be used to move students further towards becoming partners in learning, teaching, and leadership throughout schools – and if that’s not the point, what is?!? Learn more about me on my website, follow my pro facebook page, or catch me on Twitter.
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When adults are talking rude to young people, they show patronizing superiority. Many parents, youth workers, teachers, and others are not aware of how rude they are towards children and youth.
Most adults would be shocked if young people were as rude towards them as they are towards young people. When we’re confronted by a brave youth, we usually deny it (“that’s not what I meant”, or “you’re being too sensitive”).
However, even well-meaning adults can say things to youth with good intentions that come across as rude. Because of their past experiences, social conditioning, peer influence, and other reasons, most youth are really hesitant to share their real feelings with adults. Because of that, most parents, teachers, youth workers, and other adults who work with youth may never know how they talk towards youth.
Here are eight rude things adults often say to youth. Whenever you say them, its going to sound rude.
8 Rude Things Adults Say to Young People
The risk of writing a list like this is that there are almost always exceptions depending on the context. With young people, as with all people, it’s often not what is said, but how you say it–the tone of the message. A simple phase like, “What’s up” can come across as rude if truly someone feels that they are superior to the other person.
Whatever the case, just beware that if you’re working with young people, you probably sound rude today.
1. “I’m not a creative youth like Lavonia here is, so she should do that!”
I really doubt that Lavonia loves slogging through mundane details any more than you do, but she has to – as a youth council member or youth staff, it’s her job and not yours, so she does it. She takes pride in what she does too, and does it well. So don’t call her out in front of other adults and youth as a “detail” youth, as if that’s her job as a youth, and then congratulate yourself for being an adult who knows the “big picture”. A similar condensing bit of “praise” for youth is something like, “Hey, let me introduce you to Juan – he’s the one who really runs things around here, not me (snicker, wink).” No, he doesn’t really. You’re an adult, and you run things. Juan is just doing his job as a youth council member, stuff he’s supposed to do. Don’t pretend otherwise. It may not be a big deal to you, but it must be a big deal to the youth in your program or they would not have brought it up. Adults need to take the time to listen to youth and find out why they are concerned. Then, adults can take the opportunity to coach young people to help them find a solution.
2. “Don’t worry about it,” or “It’s no big deal.”
It may not be a big deal to you, but it must be a big deal to the youth in your program or they would not have brought it up. Adults need to take the time to listen to youth and find out why they are concerned. Then, adults can take the opportunity to coach young people to help them find a solution.
3. “It’s for your own good.”
That makes adults the only people who can decide what is good for young people? Children and youth should be expected to have a serious, meaningful role in determining their “own good”.
4. “Well, that sounds good in theory, but in the real world….”
So what world are you saying the young people your are talking to are from? You might want to take some time to hear young peoples’ “theory” out and check your assumptions at the door – the children and youth around you might be more real than you.
5. “We’ll look into that,” “I’ll think about that,” or “You’ll have to work that out on your own.”
Noncommittal answers dismiss youth and imply they aren’t worth the time, honesty, and effort of adults. Also, again, you’re missing a great opportunity to coach. Ultimately, that’s your job – to coach and guide the young people around you.
6. “I know you’re feeling ______ right now, but you really shouldn’t because…”
Never assume you know what young people are feeling or tell them how they should be feeling. Ask them how they feel, and acknowledge it by responding with empathy.
7. “You’ll understand when you’re older,” or “When I was your age…”
Well, maybe young people do understand you right now, and just don’t agree with you. Try finding out why and you might learn something. Taking this approach creates a line of separation between young people and adults and invalidates what children and youth are experiencing right now.
8. “Kid” or “Homie” or “Sweetie” or “Dude”
Many young people prefer to be called by their first names – but its always a good practice to ask individual people what they’d like to be called.
“I brought you into this world, and I can also take you out!”
”You’re so smart for fifteen!”
“When are you going to grow up?”
“Don’t touch that, you’ll break it!”
“As long as you are in my house, you’ll do it!”
“You’re being childish.”
“You’re so stupid (or clumsy, inconsiderate, etc.)!”
“Go to your room!”
“Don’t ever yell at your mother like that!” (yelling)
“She doesn’t understand anything.” (about a baby)
“You are too old for that!”
“You’re not old enough!”
“Oh, it’s only puppy love.”
“If you don’t stop crying I’ll give you something to cry about.”
“What do you know? You haven’t experienced anything!”
“It’s just a stage. You’ll outgrow it.”
“Go to your room!”
“Act your age.”
“Children should be seen and not heard.”
“What do you know, you’re just a kid!”
“Do as I say, not as I do.”
“You’ll understand it someday, just you wait.”
“It’s my house and you’ll follow my rules!”
”Calm down,”
“You’re just a kid,”
“Grow up!”
“These kids are a form of birth control!”
“You’re cruisin’ for a bruisin!’”
“Did you just do what I saw you do?”
“Because I said so.”
“Someday I hope you have a kid and she’s just like you.”
“Don’t get smart with me.”
“You’ll do it and you’ll like it.”
Ground Rules to Stop Rude Adult Talk
One way to set the stage for clear and comfortable communication between young people and adults is to set ground rules when working together. Here is an example of some commonly used ground rules:
Speak for yourself—No put-downs Take responsibility for your words, your action, and your learning
Expect unfinished business—Listen to others and to what you are saying, too
Have fun—You have the right to pass at any time in group discussions or activities
Create Space—Its important to create environments where young people and adults feel comfortable asking questions and being themselves.
Stop Hesitating—Make sure everyone knows they can stop conversation and ask questions at any point. Make it a norm to inject in the conversation when its appropriate.
Be Diverse—Celebrate the variety between youth and adults, and among youth, and among adults. AND try to always talk in ways that are understood by everyone in the group.
Body Language—Be aware of body language and facial expressions. If you are speaking, pay attention to how other people are reacting and ask questions, if you need to.
Be Comfortable—Use language you are comfortable with. Don’t use jargon or slang just to fit in. Just be sure you’re sensitive to others in the group, no matter what their age.
Questions to Ask Yourself—How about you? What does rude speech sound like to you? Do you speak in a way that everyone can understand what you’re saying – young people? adults? people who speak English as a second language? others? Are you aware of the views and perspectives of the young people and adults in the room? Do you talk with others respectfully? Do you listen carefully to what they have to say? If somebody is speaking with words or in a way that is confusing to me, what should I do? When is it okay to use slang or jargon?
Olympia, WA—Every parent, teacher, and youth worker knows they aren’t as effective as they could be, but often aren’t sure why. Using willpower to force children and youth to comply, even the most well-meaning adult uses curfews, takes away toys, and bribes with rewards.
There’s hope. ENDING DISCRIMINATION AGAINST YOUNG PEOPLE, by internationally-recognized youth expert Adam Fletcher ($19.95, Createspace Publishing), uses powerful analysis and introduces language related youth discrimination to show readers where, how, and why this problem affects them every single day.
ENDING DISCRIMINATION AGAINST YOUNG PEOPLE details how society routinely discriminates against young people by forcing adult will, implementing rigid age-based policies, and encouraging negative attitudes towards children and youth. Diving deeply throughout communities, Fletcher exposes cultural assumptions and details structural systems that keep young voices from being heard. He also shows how social injustices such as racism, classism, and sexism are related to discriminating against the young.
“We don’t like to hear it, but every adult discriminates against young people,” Fletcher explains. “Understanding and accepting that reality is the really the first step to creating a more just and equitable society for all people.”
Like many parents and youth workers, Fletcher wondered for a long time why more young people weren’t powerfully, purposefully engaged throughout their own lives. After a decade training youth, Fletcher began to piece together the massive, society-wide patterns of discrimination against young people. When he began finding language throughout psychology, sociology, and youth work describing different parts of this discrimination, he saw a blanket literally smothering children and youth in every corner.
“All young people face these issues, and few people are actually talking about them,” Fletcher explains. “When adults begin to speak frankly about their inabilities to connect with kids, and when children and youth can speak openly, we discover this isn’t just theory; it is actually happening everywhere, all the time.”
ENDING DISCRIMINATION AGAINST YOUNG PEOPLE is the only modern book designed to explore this reality in depth. What better way to become a better parent, more effective teacher, or more positive role model than addressing your own biases?
With this book, Fletcher hopes adults will, “develop new perspectives of young people to open positive, powerful futures for all people, instead of just a few, so that instead of times getting impossibly hopeless, they show that another world is always possible.”
Others are taking note of this book. Reviewing the book, Alex Koroknay-Palicz writes, “Fletcher provides an expert look at the revolutionary idea that youth endure, and are harmed by, pervasive age discrimination and supplies supportive advice on how young people and adults can work against it in their daily lives.” Koroknay-Palicz is the former executive director of the National Youth Rights Association.
To set up an interview or to request a review copy, contact Adam Fletcher at 360.489.9680 or email info@adamfletcher.net.
ENDING DISCRIMINATION AGAINST YOUNG PEOPLE by Adam Fletcher ISBN-13 978-1492183822
US$19.95
Paperback
190 pp.
8 ½” x 5″
Available on Amazon.com or ask at your local bookstore.
As teachers, youth workers, parents, counselors, and other adults who work with young people every single day, we have our secrets. They’re not true for every adult, and being able to admit them takes courage, especially when we admit them to other adults we work with.
In my new book, Ending Discrimination Against Young People, I explore the need to create safe spaces for honest conversations among adults who work with young people, and parents who are progressive. I am not one to tell others’ secrets; however, here I want to distill some of what I’ve heard and share it with you. These are secrets that many adults who work with young people have told me about the young people they work with.
3 Secrets of Adults Who Help Youth
SECRET #1: Adults don’t trust young people.
Generally, the reason why adults work with young people in any supportive way is that they simply don’t trust them. They don’t believe children and youth can get the supports, experiences, ideas, knowledge, or outcomes adults think they should without the active participation of adults throughout their lives. This is true in the best classrooms and the lovingest homes, as well as the friendliest offices and healthiest workplaces. Ask an adult if this is true, and they’re likely to adamantly deny it. You can tell adults don’t trust youth when they…
Make decisions for young people without young people
Give young people consequences that wouldn’t be there without those adults’ interventions
Use phrases like, “I’m the adult here,” and insist on young peoples’ compliance
SECRET #2: Adults almost always think they know best.
An evolutionary mechanism of many creatures, including humans, is called the fight or flight response. The idea is that animals react to threats with a feeling in our nerves that helps us determine whether to fight or flee. I believe adults are almost constantly aware of what they perceive is the compromised ability of young people to respond accordingly to perceived threats. Because of this, there is an evolutionary response within adults that causes us to believe that we need to know the best for ourselves and young people whenever we share company. This is apparent when…
Adults limit young peoples’ options “for their own good”
Young people are infantalized (treated like infants) no matter what age they are
Children and youth constantly defer to adults
SECRET #3: Adults are scared of youth.
Any adult who says anything about the future in a negative context is plainly afraid of youth. This is true because they lack the faith, trust, or perspective to see that young people are inheriting a world that is gonna survive. It’s not going to fall apart, stop spinning, or implode at any second. Instead, it’s going to keep on turning, and things are going to work out. This becomes obvious when…
Adults talk about “kids today” in a negative sense, or talk about their childhood and youth as if there was nothing wrong, bad, or challenging when they were that age
Young people talk, act, dress, or behave like adults in order to make adults more comfortable with them
Adults make generalizations about today’s generation
I began this article by talking about adults who work in “helping professions” and parents. The reason why I single these folks out is that first, I am one of both. Secondly, as adults we get into these professions and learn to rationalize our work through many guises, which are the bulletpoints I shared above. But those are the symptoms; the words in bold are the realities.
My friend Lori works with youth in the Midwest. She recently asked me, “In the scheme of things, how do we motivate the youth to be empowered rather than entitled?” I’ve learned that motivation comes through our own experience and example more than anything else. We have to actively demonstrate to young people our engagement, our empowerment, and our leadership more than any attempt to motivate them.
When we work in high-pressure environments with young people who really, really need us to connect with them, adults who work with young people need high-efficacy approaches to engaging those young people, ways that will lead to their personal empowerment. That means that engagement happens before empowerment, and this cycle happens before engagement.
In reflecting on my own practice with young people and after researching youth work for so long, I identified a cycle that seems to consistently work to engage young people. This cycle works in a long-range, program-wide way, but more importantly, in a direct, one-on-one approach too. The more times we go through this cycle with young people, the more it expands and the deeper the returns are. Those results include trust-building, effective communication, and empowerment.
1: Listen
The first thing we can do to engage young people is to listen to them. This means opening a a safe space where young people can tell the truth without fear of judgment, criticism, or rejection.
Important points about listening to children and listening to youth:
Not just a physical place, listening to young people requires an interpersonal connection between adults and young people where facades can soften and young people feel accepted and accepting.
Listening to young people requires that they feel free to share their feelings, work through conflicts, and experience that they are not alone.
Adults can facilitate these spaces intentionally and successfully, at home, in community programs, and at schools, and that is what is required to listen to young people.
Listening isn’t necessarily verbal, either, as young people have many ways of communicating about their lives, ideas, emotions and feelings, experiences, wisdom, power, and oppression.
In becoming responsive, adults learn about these expressions too. Listening is the first part of the cycle of engagement.
2: Validate
After we’ve listened to young people, as adults, we need to learn to validate children and youth. You’ve heard adults say it, and you might have said it yourself: “Oh, that’s really nice.” We try to say “nice” in just the right way, but to young people it seems really insincere. We think we’re doing the “right thing” by encouraging young people move forward, but in our heads we really thinking about the time we fell flat on our face from the same approach.
Important points about validating young people:
Instead of actually acknowledging what they shared when we listened to them and instead of hiding our true thoughts, adults should to honestly validate what young people say or do by honestly responding to it and sharing how we sincerely feel or think about it.
If we think a young person’s ideas are off-base, or an initiative will fail, or that more information is needed, we should always say so.
Validation means disagreeing or agreeing with young people in open ways, and asking more questions when we need to.
This acknowledges their authentic humanity, their real selves.
Validation is the second part of engaging children and youth.
3: Authorize
After adults have listened to children and youth and validated what they’ve expressed, if we truly want to engage them we must authorize young people. Authority is a powerful word that can intimidate people who aren’t used to it.
Important points about authorizing children and youth:
Without authority, young people are just whispering in a loud argument.
Authority means giving young people the ability to tell their own story, and it happens through informal and formal education and positioning.
Education means building the skills of children and youth to engage in democracy.
Positioning means telling young people they can do a thing and giving them explicit permission.
Authorization builds the capacity and ability of young people with actual powerful, purposeful, and rewarding knowledge and opportunities.
As young people apply their new skills and knowledge to practical action, young people can make a difference in their own lives and in the lives of others.
4: Act
As they gain ability through authorization, the next step is revealed as youth action. Youth action is about young people creating change, either in their own life or in the lives of others. Learn about what youth can do to change the world, and how they can take action.
Important points about youth action:
Young people, especially those experiencing multiple depths of oppression, rarely take action in ways that help themselves or their communities for fear of failure, retribution or punishment.
In situations where young people are deeply oppressed and disengaged from changing their lives and changing the world, taking action for requires children, youth, and adults working together to make the space, place, and ability for young people to create change.
Action can – and should – look different everywhere: from identifying the challenge, researching the issue, planning for action, training for effectiveness, reflection on the process, to celebrating the outcomes, youth action is totally flexible.
The purpose of youth action is always to create, support, and sustain powerful, purposeful, and meaningful lives.
An important caution: Action is often seen as the most important step of this cycle. That’s not true, and all parts of this cycle are equally important.
5: Reflect
Finally, while youth action is underway and when its finished, reflect. However you reflect, the important part is that you are making meaning of what you’ve gone through by identifying what you’ve learned and suggesting how you might apply that to future activities. Learn to facilitate reflection in ways that reach diverse young peoples’ desires, expectations, and abilities in order to be effective.
Important points about reflection with young people:
Reflection is an ongoing process that can deeply, sustainably engage children and youth.
When young people and adults critically assess and analyze their lives together, learning becomes a vibrant, intricate, and powerful tool for personal change and community transformation.
Reflection activities used should be appropriate for diverse learners, and include opportunities for talking, writing, acting, creating collages, and building activities, among others.
Once you’ve finished reflecting, those lessons should be incorporated into the next listening activity, to support a cyclical approach to engaging young people.
Closing
When this cycle is done as a whole, these parts of youth engagement lead to youth empowerment. The parts can be done with individual young people in single interactions, or with groups of young people over the course of a program year. Ultimately, they lead to children and youth discovering the positive, powerful relationships they can form with adults, and create intentional youth/adult partnerships that can change lives, and ultimately change the world.
Revolution is not ‘showing’ life to people, but making them live. A revolutionary organization must always remember that its objective is not getting its adherents to listen to convincing talks by expert leaders, but getting them to speak for themselves, in order to achieve, or at least strive toward, an equal degree of participation. – Guy Debord
I believe that ultimately, all learning should gather towards revealing who we are as individual people within the collective whole of humanity. Anything in life can be facilitated towards that learning by skilled teachers, and with time we can learn to facilitate that learning within ourselves. Understanding education within that space, life can be understood only as learning, no matter what the opportunities or oppression we face.
This leaves everything else as a discussion about process, and as the best teachers always seem to know, the journey is the destination. So whether the conversation is about standards, methodologies, assessments, or transitions throughout schooling, all of that’s about journeys and traveling.
In this light, discussions about meaningfulness are largely irrelevant. The meaning of an experience is a subjective thing. Because of that, it is arbitrary to talk about what is meaningful for learners or in schools. In a similar way, acceptability is arbitrary, too. That’s a dangerous thing to say, and I’m by no means accepting corporal punishment or drill-and-kill testing. But there are some students who would say that getting spanked and excessively tested are the best ways for them to learn. Because of that, the development of a personal sense of meaningfulness cannot be legislated or mandated in schools, if only because of its arbitrary nature.
What should be done instead is a re-envisioning of what the relationship is between teaching and learning, learning and life. What should be done is a thorough examination of our social norms and cultural outcomes. What should be done is to radically, wholly transform our entire educative process towards becoming a preparation for life as humans, rather than preparation for life as robots, products, or operators.
I want all learners everywhere to gain their humanity, win their lives, and hold themselves in right understanding in the world. That’s what schools should be for.
If our goal is to engage young people in social change, there are many ways to do that. This diagram illustrates four distinct ways to engage young people: youth-driven community organizing, systemic youth involvement, situational youth voice, and service learning. It then illustrates the traditional and non-traditional approaches to doing that within these ways, as well as the overlaps that are apparent.
Traditional Approaches to Engage Young People in Social Change
May be exclusively youth-led
May partner with adults
May be led by adults
May include equity
May have explicit learning connections
May include adults
May be focused on sustained change
May have sustained funding
May position youth as “outsiders” versus “insiders”
New Approaches to Engage Young People in Social Change
Infuse youth as full members
Recognize mutual investment by youth and adults
Focus on sustained change
Make explicit learning goals for youth and adults
Focus on systemic and cultural transformation
Requires equity between youth and adults.
Explanation
In my own restlessness, I find myself craving something different these days.
I’m increasingly dissatisfied with isolated experiences of “youth-led” activity that is seeded and driven by adults. I have come to see that the majority of this work is largely disingenuous and ultimately incapacitating for the young people who participate in these activities. I say that very cautiously, as I personally know and am professionally aware of the immediate feelings of empowerment that are inherent in this type of action.
Today, I’m coming to understand that we need approaches to this work that more deeply situate young people as full members of currently existent society. That way they can be partners in what already exists and transform situations in deeply sustainable, deeply transformative ways.This has to happen by working with the institutions we already have in place. It has to happen with the attitudes we already have at work. This is where my writing on meaningful student involvement comes from: Students working in the places they already occupy with people who are already committed to working with them. There are attitudes, cultures, structures, and connections to transform, but those are sustained changes that won’t go away with passing generations.
This article is meant to illustrate what the difference I see looks like visually. Respond and let me know what you think about a new approach to youth action – I’d love to hear what you think!
Things dropped by well-meaning adults still do what?!?
There are several ways that adults undermine young people. I have grouped them into three main categories: well-meaning adults, indifferent adults, and hostile adults.
This post is exploring the first category, well-meaning adults. They are determined to “help kids”, and can often be identified as progressive teachers, social workers, counselors, and parents.
Assuming young people need as much freedom as possible, they aspire to always think “the best” of youth and want to be their “friends”. However, this is a disingenuous understanding because it ignores or denies the realities of present-day society. Any right-thinking adult would never give a completely inexperienced person the keys to a car and expect them to teach themselves how to drive.This is seen as a dangerous and irresponsible gesture that can lead to death.
Well-meaning adults routinely presume the abilities of all young people are on par with all adults. No matter what age a person is, without experience, exposure, and education, all people do not have the same abilities nor capacities. These people inadvertently deny young people their personal needs, wants, and desires by over-estimating them.
The problem inherent in their position is that well-meaning adults undermine their own best intentions and denying their ability to truly help children and youth. Through an honest, engaged, and deliberate awareness of their preconceptions, these adults can be among the greatest assets in the lives of young people. However, without increased awareness of their conditioning and behavior, they are doing as much good as adults who are anti-youth.
