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.

Bastardizing Youth Voice

When considering youth as allies to educators, adults may be tempted to act as translators for youth voice. Concerned that youth are not capable of speaking “adult-ese”, well-meaning program staff, nonprofit administrators, researchers, government staff, youth advocates and teachers reword the ideas of youth, interpret them, or otherwise differentiate between what youth actually said and what adults believe they meant. Adults do this because we do not believe that the raw data represented by youth voice has actual value in the space of government policymaking, program teaching, organizational leadership, or community improvement. We do that because we do not trust youth at face value; without extracting what we think youth are actually saying, without reframing it into concepts, ideas, or beliefs we share, we think youth voice is foreign, alien, or immature and juvenile.

 

The challenge here is not that youth do not have valuable things to add to the conversation, but that adults do not have the ability to solicit the perspectives, experiences, knowledge and wisdom of youth without filtering, analyzing, or otherwise destabilizing their expressions. We have to accept that responsibility and build our capacity to to do this important work. We have to stop bastardizing youth voice.

 

I do not use that word lightly. To bastardize youth voice, adults corrupt how youth share their voices, however it is expressed. Sometimes inadvertently, sometimes intentionally, adults debase youth by adding new elements, their own ideas, moving their own agendas and forcing their own beliefs through the actions, ideas, experiences, and wisdom of students. Bastardizing youth voice this way is not necessary, appropriate, or relevant to creating youth/adult partnerships.

 

All adults throughout the education system need to learn that all young people of all ages have the capacity and the ability to speak for themselves, albeit to different extents. Often this capacity may be undermined by the disbelief of otherwise good-hearted adults who honestly believe they know what youth think. Youth/adult partnerships creates appropriate platforms for youth experience, ideas and knowledge of the world without filtering those words through adult lenses. Youth can learn about the world they live in, the topics they should learn, the methods being tested on them, the roles of adults and students, and much more.

 

Questions to Ask

  • How do you interpret youth voice right now?
  • Does the idea of adults bastardizing youth voice offend you? Why or why not?
  • Where can you practice simply listening to youth voice today, without interpreting or bastardizing it?

 

The NEW Youth Voice

"Education does not transform the world. Education changes people. People change the world." - Paulo Freire
“Education does not transform the world. Education changes people. People change the world.” – Paulo Freire

You might have noticed that since publishing The Freechild Project Youth-Driven Programming Guide last year, I’ve come to feel strongly about aggrandizing youth involvement.

A lot of organizations and programs tout their credibility with youth involvement, youth engagement, and youth organizing by highlighting all the wonderful things they position youth to lead. By doing this, these organizations are actually doing youth disservice. The many challenges include:

  • Positioning adults as beneficent rulers who allow youth to do things
  • Incapacitating young peoples’ innate responsibility for themselves and others
  • Negating the abilities of communities to work together for the common good

 

Instead of helping, these activities actually and often harm the people they intend to help.

We need to see things differently. In recent months, I’ve begun to envision a new way of being, knowing, and doing. This way is currently emerging between young people and adults, and it is happening throughout society. This way re-positions children, youth and adults from assuming power relationships dependent on subservience and authority, towards seeing each other in a more holistic light.

The old way of Youth Voice…

  • Relied on adults having power over youth
  • Positioned young people as “adults-in-the-making” not to be seen as whole people right now
  • Depended on youth being subservient and compliant to adults
  • Required systems of oppression that enforced adults’ power
  • Demanded youth be compliant with adult desires out of fear of violence
  • Necessitated systems of authority enforced by structures of abuse
  • Made programs that put “youth in charge” necessary in order to rebalance power inequalities between youth and adults
  • Routinely positioned youth against each other and against adults in order to ensure compliance and conformity
  • Saw children and youth progressing along a predictable, staircase development cycle towards adulthood

The emerging, new relationships between youth and adults look different. The new Youth Voice…

  • Sees young people as whole people no matter what their ages
  • Utilizes holistic youth development as the organizing framework for young peoples’ growth, education, and ongoing formation as humans
  • Treats all young peoples’ growth as non-linear, non-sequential and non-uniform, instead treating every child and youth as an evolving human
  • Allows equal room for adults and young people to have, express, and critique power and authority
  • Positions children, youth, and adults in equitable partnerships designed to foster engagement, belonging, and ownership
  • Grants adults and young people equitable, responsible space for learning, teaching, and leadership in all roles, all of the time
  • Replaces command-and-control authoritarianism by honoring the collective, democratic perspectives of all people, regardless of age
  • Acknowledges programs that put “youth in charge” to be ineffectual and unnecessary
  • Dismantles youth-against-youth and youth-against-adult power struggles through common action and mutual support

Paulo Freire wrote, “Education does not transform the world. Education changes people. People change the world,” and the same can be said of Youth Voice. Youth Voice does not transform the world. Youth Voice transform people. People change the world.

If we are going to change the world, we must change ourselves first. Changing ourselves comes from active, deliberate work. That’s what my proposition for new Youth Voice is – an attempt to engage each of us differently.

Through these active, distinguishable ways of being, knowing, and doing, young people are adults are working together to transform the world we share. Everyone can and should aspire to nothing less.

 

Mindsets for Youth Engagement

Many adults could engage youth effectively, but they can’t. Youth workers, teachers, parents, and others could because they see the problem, the cause, and directly observe youth disengagement when it happens. These same people can’t though, because they don’t think they can.

Youth workers often believe they don’t have the authority, because their supervisors didn’t tell them they could. Teachers don’t think they can because of Common Core State Standards or district regulations or school rules. Parents don’t think they can because their kid is different, their kid is out of control, or their kid just doesn’t listen. The thing is though, all of these people could engage youth effectively.

The biggest roadblock to youth engagement isn’t youth themselves, or oppressive systems of social control that keep them disengaged. YOUR THINKING IS THE BIGGEST BARRIER TO YOUTH ENGAGEMENT.

Mindsets

The model above shows that in order to address how we engage youth, we have to think about why we engage youth; what happens when youth engagement happens, and what difference the outcomes from youth engagement make on our thinking.

Your thoughts about youth inform your actions with youth, and your actions affect the results which inform your beliefs about youth, which in turn affect your thoughts about youth. This is called your Mindset. It directly affects youth disengagement and youth engagement, and there is only one person responsible for it: You.

You can change your mindset, and if you want to become a person who can successfully engage young people, that’s what you must do. Here are some stories of people who changed their mindset about youth:

  • Sue, a case manager for homeless youth in Rochester, New York, addressed her mindset about youth in a workshop I led in 2011. Soon afterwards, she began engaging her youth as partners in their cases. In the following two years, her case efficacy increased by 35%.
  • Tom found that his classroom was consistently unfocused and disconnected from the social studies topics he was teaching. In my workshop on meaningful student involvement, he learned several practical ways to re-envision the roles of students in schools. According to his account, his students were 100% more engaged afterwards.

I offer quick, powerful processes for identifying old belief structures, creating a mindset focused on youth engagement, and identifying what needs to be done to maintain engagement. My solid follow-up structure supports your team in constantly focusing on the right mindset and actions that produce the results you want.

 

Youth Engagement Equalizer

Want to identify what skills you have that are good for engaging young people? Ready to learn where you can improve?

Here’s a snapshot of my Youth Engagement Equalizer, a tool that I developed to challenge youth workers and others on how successful they can be at their jobs.

I want to share it with you for FREE! Just contact me.

Contact me for a copy of the Youth Engagement Equalizer at http://adamfletcher.net/contact-me/
The Youth Engagement Equalizer is FREE! Just contact me at http://adamfletcher.net/contact-me/

 

 

Help Promote Ending Discrimination Against Young People!

You know I’m not the most famous person in the world, right?!?

I don’t have a publicist, and I want people to get a hold of my newest book, Ending Discrimination Against Young People. I need your help!

If you want to pitch in, you can help me by helping get the word out. The biggest help you can do is find one person who needs and wants Ending Discrimination Against Young People. Offer the book to that person, and then if you want to, repeat.


Slower than you want, but faster than you think, we can help stop adultism and end discrimination. Here are some ways to help reach out for my awesome, powerful, strong book, Ending Discrimination Against Young People.

10 Steps to Promote Ending Discrimination Against Young People

1. Contribute to Facebook groups and Web forums—Every field has at least one or two facebook groups and web forums that people who should know about Ending Discrimination Against Young People read. Find and join these forums. Contribute to them freely. Give advice from the book and reach out. Put a link to http://adamfletcher.net in your signature line, or add the name of the book in your signature block.

2. Write a Blog—Writing about the book with helpful, inspirational information from it. Relate your experience and stories to the subjects in Ending Discrimination Against Young People. Aim to inspire people to buy the book, and share the link with them.

3. Write a Remarkable Review—Go to Amazon.com and write a review of the book. You can say things like: “I loved it! This book is amazing!”, and tell your story related to the book. Ending Discrimination Against Young People needs word-of-mouth publicity. Recommend it to your friends. They will recommend it to their friends. This is the best publicity the book can get.

4. Share Stuff from the Media Kit—My online media for the book kit includes

5. Share the Webpage—There’s a full webpage that includes:

  • A link to the Amazon page for your book, so people can buy the book online
  • Your media kit 
  • Book reviews and blurbs
  • My schedule of appearances, including bookstores, speaking engagements and conferences
  • Contact information.
6. Write Articles—Every field has websites and magazines that needs to share Ending Discrimination Against Young People. Find them and tell me about them. You can also write articles about the book for newsletters, websites, magazines, or eZines. Mention Ending Discrimination Against Young People in the article. In online articles, link the book title to its Amazon page so readers can click over and buy the book.

7. Help the Book Get 20 Amazon Reviews—Amazon.com reviews are amazingly effective. Everyone from book buyers to publishers reads them. Our goal is to get at least 20 reviews of Ending Discrimination Against Young People. Contact everyone you know and ask each of them if they would give the book an honest review. Let them know it can be brief. If they agree, let me know and I will send them either a PDF containing a table of contents, two sample chapters, and me bio.

8. Get the Book Mentioned in Email Blasts—Get Ending Discrimination Against Young People mentioned in your org’s large-volume emails. Review the book the email newsletter.

9. Make and Post Online Videos—Make a few 1 or 2 minute video reviewing and promoting Ending Discrimination Against Young People. Put the book title and URL on the bottom of the video screen and in the credits. Post your videos on several of the many video sharing sites including sites like blip.tv, jumpcut, ourmedia, Vimeo, vSocial and YouTube. Share the clips on your website, through your facebook or twitter page, and through emails to your friends and colleagues.
10. Ask for It—Go to your local bookstore and library and ask people to carry the book. Let them know you’re excited about it, share your copy with them, and ask them to carry it themselves. Tell them you’ll personally help others learn about it and send customers and users to them.

THANK YOU, THANK YOU for sharing Ending Discrimination Against Young People with your people. Let me know what I can do for YOU!
Written by Adam Fletcher, this article was originally posted to http://commonaction.blogspot.com. Learn more at adamfletcher.net!

What Is Youth Engagement?

Youth engagement happens when young people have sustained connections anywhere in their life. Youth engagement can happen throughout the lives of children and youth, including within themselves, in the immediate world around them, throughout society in general, and across the entirety of the world. The sustained connections they make can be emotional, psychological, or cognitive and can happen personally and socially.

What Youth Engagement Is Not

There is a growing amount of confusion about what youth engagement is and is not. Many national nonprofits and international NGOs are promoting youth engagement as involvement by youth in social change.

However, as the definition above shows, youth engagement is not the same as youth involvement in social change. Young people can be engaged through Youth-led research, Youth service, Youth leadership, Youth decision-making, Youth philanthropy, Youth civic engagement, Youth organizing, Youth media, or any of these strategies for social change led by young people. However, those are not the only ways youth are engaged.

Written by Adam Fletcher, this article was originally posted to http://commonaction.blogspot.com. Learn more at adamfletcher.net!

How Does Youth Engagement Happen?

“Engaged youth” are generally labeled that way because they are experiencing sustained connections in ways that adults approve or acknowledge. These young people are typically identified in places like schools, nonprofit youth programs, and athletic programs. Their engagement is generally awarded by adults with incentives, including good grades, certifications of participation, and varsity letters.

“Disengaged youth” are generally young people who aren’t engaged in ways adults have determined are in the best interests of those young people. They can be found in a variety of places that adults don’t approve of or recognize the value. These include at home playing video games; at after school jobs; at a friend’s house after dropping out of school; or by joining gangs, hanging out with friends on the streets, or playing pickup basketball at night and on the weekends.

Written by Adam Fletcher, this article was originally posted to http://commonaction.blogspot.com. Learn more at adamfletcher.net!

Strategies for Social Change

Following are different strategies I have identified for social change led by and with young people. These strategies can be approached individually, but are often entwined as they show different aspects of social change. Note that these are broad strategic frameworks for understanding social change; they aren’t necessarily specific activities or methodologies. I might explore those in another post.Most of these strategies reply on youth acting on issues defined by and affecting young people and their communities by meaningfully involving them in the design, implementation, and evaluation of social change.

15 Strategies for Social Change Led By and With Young People 

  1. Youth Voice is any expression of any young person anywhere, at any time. This can include expressions that are verbal, written, visual, body language, or actions; expressions that are convenient and inconvenient for adults to listen to; and intentional as well as unintentional expressions. Youth Voice does not require adult approval or acceptance. [Learn more]
  2. Youth Participation is the active attendance of young people in any mode throughout their lives or communities. Youth participation can happen through active decision-making, sports, schools, or faith communities. It can also happen in homes and among friends. Youth participation can be formal or informal; when its formal, youth may not choose to attend something, but they choose whether to participate. When its informal, youth choose to join in on something.
  3. Youth Involvement is any deliberate effort that centers on young peoples’ ongoing attendance in personal, social, institutional, cultural, and other forms of structural action throughout society. Youth involvement is generally formal, often including specific roles, education, and outcomes. [Learn more]
  4. Youth Engagement is the sustained connection young people hold towards a particular thing, whether an idea, person, activity, place or outcome. That sustained connection can be social, emotional, educational, spiritual, sentimental, or otherwise as long as its sustained. [Learn more]
  5. Youth Empowerment is the attitudinal, structural, and cultural process whereby young people gain the ability, authority, and agency to make decisions and implement change in their own lives and the lives of other people, including youth and adults. [Learn more]
  6. Youth Leadership is the practice of young people exercising authority over themselves or others, both in informal and formal ways. There is youth leadership beyond the scope of what adults recognize, appreciate, or foster; there is also youth leadership which is guided by adults.
  7. Youth/Adult Partnerships happen when young people are fully equal with adults while they’re involved in a given activity. This is a 50/50 split of authority, obligation, and commitment. One of the realities of this is that there isn’t recognition for the specific developmental needs or representation opportunities for children and youth. [Learn more]
  8. Youth Equity is the pro-active rebalancing of relationships between youth and adults to allow for appropriately empowered roles between youth and adults. It allows for a 40/60 split of authority, while everyone involved- young people and adults- are recognized for their impact in the activity, and each has ownership of the outcomes. [Learn more]
  9. Youth Mainstreaming is a public policy strategy that acknowledges the roles youth can play and the issues affecting them across various sectors such as health, finance, economic development, housing, justice, foreign affairs, education, and agriculture. [Learn more]
  10. Youth Infusion is the active, deep, and sustained integration of youth throughout an organization or community’s structure and culture.
  11. Youth Organizing is an approach that trains young people in community organizing and advocacy, and assists them in employing these skills to alter power relations and create meaningful institutional change in their communities by employing activities such as political education and analysis, community research, campaign development, direct action and membership recruitment. [Learn more]
  12. Service Learning uses meaningful service throughout the community to help youth achieve clearly stated learning goals. [Learn more]
  13. Project-Based Learning infuses deliberately planned hands-on activities focused on teaching and learning to foster youth success. [Learn more]
  14. Experiential Learning is the process of making meaning from direct experience, which may or may not be planned and does or does not have specific learning goals. [Learn more]
  15. Community Youth Development combines the developmental instincts of young people as they naturally desire to create change in their surrounding environments by partnering youth and adults to create new opportunities for youth to serve their communities while developing their personal abilities.
Some of the specific methods for engaging young people in action include Participatory Action Research, Youth-Driven Programming, and Independent Living Skills. Here are some different roles young people can have through many of the strategies listed above.
In understanding social change, its important to recognize that none of these are competing approaches. I have also learned that they aren’t necessarily better or worse than each other. Instead, they’re appropriate terms that acknowledge different times and places where action can happen.
To learn more, check out The Freechild Project Guide to Social Change Led By and With Young People that I wrote with Joe Vavrus, and as always, visit The Freechild Project website.

Special thanks to Roslyn Kagy for a conversation that inspired this article! Woohoo!


Written by Adam Fletcher, this article was originally posted to http://commonaction.blogspot.com. Learn more at adamfletcher.net!