- Tapping on desks
- Answering questions in class
- Texting answers to tests
- Sharing classwork with peers
- Fighting behind school
- Participating in class discussions
- Sharing answers to tests without permission
- Decorating hallway lockers
- Graffiti in the bathroom
- Sharing personal life experience through assignments
- Arguing with teachers
- Developing a student-led club website
- Creating satirical websites about schools
- Speaking at school board meetings
- Protesting a teacher getting fired
Instead of plunking down a train-the-trainer for these older siblings to do the jobs they already did, I chose to first strengthen the position and efficacy of these older children. I wanted to reinforce the roles they already had and acknowledge the skills and abilities they currently brought in the settings they already had them, like home and outside on the block. So I created a period of time when the older students were responsible for teaching the younger kids, not formally, but informally.
In this way I addressed what truly faced them in that moment. The participants’ student voice was reinforced for the purpose of teaching, but not through a false dichotomy or otherwise disrupting the cultural and social norms they already operated within.
I believe its ethically irresponsible for adults in education to propagate our values into other communities without identifying what we can learn from them and learning what they have to teach us. YoungTime was intended to do just that, and so is Situational Student Voice.