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YOUTH &POLICY No. 116 MAY 2017 Youth & Policy: The final issue? Towards a new format Editorial Group Paula Connaughton, Ruth Gilchrist, Tracey Hodgson, Tony Jeffs, Mark Smith, Jean Spence, Naomi Thompson, Tania de St Croix, Aniela Wenham, Tom Wylie. Associate Editors Priscilla Alderson, Institute of Education, London Sally Baker, The Open University Simon Bradford, Brunel University Judith Bessant, RMIT University, Australia Lesley Buckland, YMCA George Williams College Bob Coles, University of York John Holmes, Newman College, Birmingham Sue Mansfield, University of Dundee Gill Millar, South West Regional Youth Work Adviser Susan Morgan, University of Ulster Jon Ord, University College of St Mark and St John Jenny Pearce, University of Bedfordshire John Pitts, University of Bedfordshire Keith Popple, London South Bank University John Rose, Consultant Kalbir Shukra, Goldsmiths University Tony Taylor, IDYW Joyce Walker, University of Minnesota, USA Anna Whalen, Freelance Consultant Published by Youth & Policy, ‘Burnbrae’, Black Lane, Blaydon Burn, Blaydon on Tyne NE21 6DX. www.youthandpolicy.org Copyright: Youth & Policy The views expressed in the journal remain those of the authors and not necessarily those of the Editorial Group. Whilst every effort is made to check factual information, the Editorial Group is not responsible for errors in the material published in the journal. ii Youth & Policy No. 116 May 2017 About Youth & Policy Youth & Policy Journal was founded in 1982 to offer a critical space for the discussion of youth policy and youth work theory and practice. The editorial group have subsequently expanded activities to include the organisation of related conferences, research and book publication. Regular activities include the bi- annual ‘History of Community and Youth Work’ and the ‘Thinking Seriously’ conferences. -
Summit Poster Notes.Docx
SUMMIT POSTER NOTES ROLES Facilitator Manage process and time Participants Participate Fully Tabletop Dialogue Recorder Time Keeper Reporter Norms Take good care of yourself Reduce distractions Listen well (inner wisdom and others) Seek to understand Manage your “airtime” Manage your volume Come together efficiently Others? Expect and acknowledge personal discomfort Watch assumptions Participate and have fun Additional Norms Speak your own truth Honor confidentiality of personal stories Pause and make room for silence Respect and acknowledge others Agree to disagree DISTRIBUTION OF OSD RESOURCES ● School districting/neighborhoods ● Busing ● PTA ● School size o Efficiency, growth, capacity small programs ● Partnership o Contact Food Services! ● Focus on “our kids” community wide ● Data-driven not and number driven LGBTQ + ● Rights and Resources ● Queer staff required for a diverse staff ● Need gay sex education and safety and health education for trans youth ● Fictionalization and fetishization of LGBTQ+ ● Training for teachers on pronouns ● Teaching queer history ● Discipline students using derogatory names ● Legality of discrimination by educators? ● Identification of sexual and gender identities ● Mental health benefits of gender neutral bathrooms ● Locker rooms and the uncomfortability of changing in front of other students ● Harassment of “dead naming” students ● How to defend students being harassed ● Romanticizing straight children ● Demonization of queer youth Summit Notes from Katrina Telnack, Reeves Middle School Mental Health in Schools ● ALL students meet with counselor once a week, or every set amount of time( preferably 2 weeks, if necessary, a month) Make sure it is ALL students, to reduce the stigma around ‘going to the counselor’, and so they can check in and talk to someone. -
Vol. 4 No. 5 February 1961
low iiils Must Reconsider Marxism—Page YOUNC SOCIALISJ Ten Cents Voice of America's Future Vol. 4, No. 5 (35) February, 1961 ISO Students Defy US War Cuba t& See for by Nora Roberts students who wanted to see Cuba ed their desires to think freely, (The writer was with the for themselves. The Miami police to discuss the exciting ideas of Fair Play -for Cuba Committee's turned their backs. Newspaper human . advancement before the delegation o.f more than 330 photographers, T V cameramen world. We saw the same desires Americans who visited Cuba and secret police took pictures of among the Cuban students. In during the Christmas holidays.) everyone going to Havana. The San Francisco, the police turned In the face of the mounting pictures appeared with the label firehoses on the students, arrest- campaign of the U.S. Government "Beatnik Communists." ed and beat them. In Cuba these and press to prevent Americans In Cuba the Fair Players were students run their country. It is from seeing the truth about Cuba, greeted with a band, with hand- these students the U.S. Govern- the Fair Play tour left for Ha- shakes and with a warmth such ment is trying to crush just as vana including in it some 150 stu- as most of them had never known it tried to crush the students in dents. They were not lynched, ar- before—a warmth which pervad- San Francisco. —Thacl Beebe rested or even harrassed. They ed the entire tour. As one Fair THE REAL PEOPLE ANTI-HUAC DEMONSTRATION: Over 350 students demonstrated went because they doubted what Player put it, "I have lived in the in Washington, D.C. -
The American Youth Congress Movement, 1934 - 1940
Running Head: PEACE, FREEDOM AND PROGRESS: THE AMERICAN YOUTH CONGRESS MOVEMENT, 1934 - 1940 PEACE, FREEDOM, AND PROGRESS: THE AMERICAN YOUTH CONGRESS MOVEMENT, 1934 – 1940 By PATRICIA S. NOLFI A dissertation submitted to the Graduate School of Education Rutgers, The State University of New Jersey in partial fulfillment of the requirements for degree of Doctor of Education Graduate Program in Social and Philosophical Foundations of Education Written under the direction of Dr. Catherine A. Lugg Dr. James M. Giarelli Dr. Louis Ray New Brunswick, New Jersey October, 2014 PEACE, FREEDOM AND PROGRESS ©2014 Patricia S. Nolfi ALL RIGHTS RESERVED ii PEACE, FREEDOM AND PROGRESS Rutgers, the State University of New Jersey Graduate School of Education New Brunswick, New Jersey Announcement of Ed.D. Dissertation Defense PATRICIA S. NOLFI Peace, Freedom, and Progress: The American Youth Congress Movement, 1934-1940 Committee: Dr. Catherine A. Lugg, Dr. James M. Giarelli, Dr. Louis Ray Date: September 19, 2014 Time: 1:00 p.m. Location: Graduate School of Education, Room 011 Abstract In 1933, a young woman from New York named Viola Ilma, was concerned about the condition of youth in America. Amidst the social and economic conditions of the Great Depression, she had a vision for bringing to light the plight of youth and a means for addressing their problems. A national movement, leveraging the resources and peoplepower of youth groups from around the country, was born. The American Youth Congress (AYC) was founded in 1934 and became a major youth movement in the 1930s and the first youth organization iii PEACE, FREEDOM AND PROGRESS that would effectively take a seat at the table in addressing national public policy. -
Copyright 2012 Bryan William Nicholson
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Illinois Digital Environment for Access to Learning and Scholarship Repository Copyright 2012 Bryan William Nicholson APPRENTICES TO POWER: THE CULTIVATION OF AMERICAN YOUTH NATIONALISM, 1935-1970 BY BRYAN WILLIAM NICHOLSON DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in History in the Graduate College of the University of Illinois at Urbana-Champaign, 2012 Urbana, Illinois Dissertation Committee: Professor James Barrett, Chair Professor Akira Iriye, Harvard University Professor Kristin Hoganson Associate Professor Mark Leff ii Abstract This dissertation investigates how privately-operated youth leadership programs promoted citizenship among millions of adolescents and furnished political apprenticeships for many past and current American leaders. It considers four major programs: the American Legion’s Boys’ State and Boys’ Nation; American Legion Auxiliary’s Girls State/Nation; YMCA Youth and Government; the Junior Statesmen of America; and the Society for Ethical Culture’s Encampment for Citizenship (EFC), as well as smaller, likeminded initiatives. From small pilot projects, the programs grew into quasi-official youth movements for the United States responsible for training millions of adolescents and young people in the arts of government. Welding youth politics to the State through a diffuse network of democracy camps, these programs aimed to resolve fears that the next generation of American citizens would be too disaffected or too ignorant to assume leadership of the country and tend the wheels of government. In their hands-on, youth-centered approach to instruction, the programs incorporated tenets of Progressive education and borrowed from models of international youth work. -
Student Activism and American Democracy in Cold War Los Angeles. Kurt Edward Kemper Louisiana State University and Agricultural & Mechanical College
Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 2000 Reformers in the Marketplace of Ideas: Student Activism and American Democracy in Cold War Los Angeles. Kurt Edward Kemper Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Kemper, Kurt Edward, "Reformers in the Marketplace of Ideas: Student Activism and American Democracy in Cold War Los Angeles." (2000). LSU Historical Dissertations and Theses. 7273. https://digitalcommons.lsu.edu/gradschool_disstheses/7273 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy subm itted. Broken or indistinct print colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. -
What Is Youth Participation?
What is Youth Participation? Barry Checkoway Professor of Social Work and Urban Planning, School of Social Work, University of Michigan, Ann Arbor MI 48109, United States Tel.: +1 734 763 5960 Fax: +1 734 763 3372. E-mail address: [email protected]. Abstract Youth participation strengthens personal and social development, provides expertise for children and youth programs and services, and promotes a more democratic society, but questions arise about its most fundamental phenomena. Lacking agreement on its basic content, however, youth participation as a field of practice and subject of study will be limited. This paper examines what we know about youth participation, general propositions which are substantiated by research or practice, and unanswered questions or unresolved issues which remain for future work. It draws upon various academic disciplines and professional fields, in order to contribute to knowledge development and advance the field. 1. Introduction What do we know about youth participation? What are some general propositions which are substantia- ted by research or practice? What are some unanswered questions or unresolved issues which remain for future work? Youth participation is important, because when young people participate, it draws upon their expertise, enables them to exercise their rights as citizens, and contributes to a more democratic society. It also promotes their personal development, and provides them with substantive knowledge and practical skills. Youth participation is important, but questions arise about its most fundamental phenomena. What is participation, who are the participants, what do they do, and with what outcomes? When we say that so- meone participates, is it about “community service,” or “social action,” or “civic engagement”? Lacking agreement on its basic content, a field of practice or subject of study will be limited. -
Role Conflict Around Disruptive Campus Activism a Dissertation
Role Conflict around Disruptive Campus Activism A dissertation presented to the faculty of The Gladys W. and David H. Patton College of Education of Ohio University In partial fulfillment of the requirements for the degree Doctor of Philosophy Brian P. Heilmeier December 2020 © 2020 Brian P Heilmeier. All Rights Reserved. 2 This dissertation titled Role Conflict around Disruptive Campus Activism by BRIAN P. HEILMEIER has been approved for the Department of Counseling and Higher Education and The Gladys W. and David H. Patton College of Education by Pete C. Mather Professor of Counseling and Higher Education Renée A. Middleton Dean, The Gladys W. and David H. Patton College of Education 3 Abstract HEILMEIER, BRIAN P., Ph.D., December 2020, Higher Education Role Conflict around Disruptive Campus Activism Director of Dissertation: Peter C. Mather Disruptive activism has been a part of college campus since 1766 when the Bad Butter Rebellion at Harvard took place (Dickey, 2016; Ireland, 2012; Moore, 1976). More recently institutions have been facing an increase in disruptive campus activism (Dickey, 2016). When disruptive campus activism occurs on a college campus it is often the student affairs professionals that are asked to help manage the situation. These professionals serve as both the advisors to the student activism and campus managers representing the university. Understanding how student affairs professionals reconcile the role they play will add to the existing research on activism on college campuses. The findings of this study show that operationalizing a specific role can be challenging when it comes to disruptive campus activism. Reconciling the role is also challenging, especially if you don’t have the preferred role of advisor. -
SONS AGENCY Office of Education (DHEW), Washington, D.C
DOCUMENT RESUME RD 011 988 24 80 005 497 AUTHOR Bressler, Marvin; Higgins, Judith TITLE The Political Left on Campus and In Society: The Active Decades. Final Report. INSTITUTION Princeton Univ., N.J. SONS AGENCY Office of Education (DHEW), Washington, D.C. Bureau of Research. BUREAU NO BR-9-0442 PUB DATE Dec 72 GRANT 0EG-2-9-400442-1058(010) NOTE 67p. EDRS PRICE MF -$0.65 MC-353.29 DESCRIPTORS *Activism; College Students; Communism; *Comparative Analysis; Dissent; Generation Gap; *Politica... Attitudes; Political Influences; Political Issues; *Social Action; Social Attitudes; Social Change; .Student Attitudes; Student College Relationship IDENTIFIERS *Counter Culture ABSTRACT A comparative analysis is made of the similarities and differences between youthful activists of the1960's with earlier periods, focusing upon the 1920's and 1930's. Thereport briefly sketches the political and romantic Student Left during thedecade of the sixties; delineates the characteristics of non-campus-based youthful radicalism as exemplified by the action and thoughtof the Young Communist League between 1922 and 1943; explores the nature of the student movements which emerged during the immediately ensuing period; and specifies resemblances and differences between thepast and present in order to better anticipate the future. Whilemuch of the data of the study are derived from conventional bibliographical sources, the main historical sections are based on an intensive analysis of all named issues of youth-oriented radicalperiodicals or newspapers. Findings for both past and present youth groups indicate they were preoccupied with social issues ofpeace, poverty, civil liberties, and racial discrimination, and withcampus issues of corporative control of the university, academic freedom, economic issues, and academic offerings. -
A Forgotten History: the 1930'S Student Movement Leah Melanie Kaplan Dickinson College
Dickinson College Dickinson Scholar Student Honors Theses By Year Student Honors Theses 5-22-2011 A Forgotten History: The 1930's Student Movement Leah Melanie Kaplan Dickinson College Follow this and additional works at: http://scholar.dickinson.edu/student_honors Part of the American Studies Commons Recommended Citation Kaplan, Leah Melanie, "A Forgotten History: The 1930's Student Movement" (2011). Dickinson College Honors Theses. Paper 185. This Honors Thesis is brought to you for free and open access by Dickinson Scholar. It has been accepted for inclusion by an authorized administrator. For more information, please contact [email protected]. A FORGOTTEN HISTORY: THE 1930s STUDENT MOVEMENT By Leah Kaplan Submitted in partial fulfillment of Honors Requirements For the Department of American Studies Dr. Amy Farrell, Supervisor Dr. Laura Grappo, Reader Dr. Sharon 0 'Brien, Reader Dr. Philogene, Reader Dr. Cotten Seiler, Reader May 6, 2011 On a frigid night in early November just four days prior to the 1932 presidential election, in the throes of the Great Depression, hundreds of socialist college students waited in line for hours outside Madison Square Garden. The students made their way past some 300 policemen as well as rivaling communists, who were distributing anti-socialist literature, and into the famous arena for a political rally. The Garden was suffused in red-red flags, red handkerchiefs, and red armbands, representing the idiosyncratic socialist color. 1 And there was a buzz of anticipation for a lesser known candidate, Norman Thomas, a socialist, to take the stage. Amid the band music and synchronized cheers led by students from Columbia University, NYU, and City College, Thomas appeared in front of the crowd totaling over 20,000. -
The Library As Sanctuary for Inner-City Youth: Protections, Implications, Cohesions, Tensions, Recommendations, and Inspirations
Sylvia Leigh Lambert. The Library as Sanctuary for Inner-City Youth: Protections, Implications, Cohesions, Tensions, Recommendations, and Inspirations. A Master’s Paper for the M.S. in L.S degree. July, 2004. 311 pages. Advisor: Brian Sturm This study explores the library-as-sanctuary, a motif adopted by many in the library community, but not explored elaborately prior to this work. It applies this motif, its history, and recastings to youth services of inner-city public libraries. After studying the context of contemporary low-income urban youths’ lives, a detailed discussion follows with attention to the implications of the sanctuary motif to inner-city youth services. Tensions and cohesions are highlighted. Inspired by the motif, recommendations are made for spatial design, collection development, programming, personnel, advocacy, and public policy. Headings: Library as sanctuary Young adult library services – Aims and objectives Urban libraries Library service – Poverty Public libraries – Aims and objectives THE LIBRARY AS SANCTUARY FOR INNER-CITY YOUTH: PROTECTIONS, IMPLICATIONS, COHESIONS, TENSIONS, RECOMMENDATIONS, AND INSPIRATIONS. by Sylvia Leigh Lambert A Master’s paper submitted to the faculty of the School of Information and Library Science of the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Master of Science in Library Science. Chapel Hill, North Carolina July 2004 Approved by _____________________________________ Brian Sturm 1 Table of Contents Introduction 2 Chapter 1—History, Reconceptions, and Recastings of Sanctuary and the Sanctuary Motif 4 Chapter 2—Young, Endangered City Lives, City ‘Souls’ 110 Chapter 3—The Public Library as Sanctuary for Inner-City Youth 143 Space 158 Collection 200 Programming 215 Personnel and Advocacy 253 Conclusion 272 Notes 277 Works Cited 278 2 The Library as Sanctuary for Inner-City Youth: Protections, Implications, Cohesions, Tensions, Recommendations, and Inspirations “Libraries offer sanctuary. -
Student Organizations and the Antiwar Movement in America, 1900-1960 Patti Mcgill Peterson
student organizations and the antiwar movement in america, 1900-1960 patti mcgill peterson "No more war" has been an important rallying cry for the youth movement in the The peace movement in the United States United States. This has been has derived a great deal of its vitality from recently apparent in the stu student antiwar activism. In turn, an his torical examination of the student movement dent movement of the past indicates how important the peace issue was decade in which opposition as a focus for student activism. The antiwar to the war in Vietnam played issue has had the power to draw together a crucial role. Even earlier many different types of student groups into the antiwar issue played a antiwar coalitions. During the period 1900 to 1960 a wide variety of student organiza significant role in the histor tions, representing a spectrum of ideological ical development of student perspectives, engaged in the antiwar move political activism. As early as ment. the Civil War students par A significant part of students' antiwar ticipated in anticonscription ideology was shaped by their affiliation with campaigns. ROTC and mili "parent parties." The youth affiliates of the Communist and Socialist parties provided tarism on the campus were leadership in student antiwar coalitions. denounced by antiwar stu During the periods of most intense student dents in the 1920's and the antiwar activism it was the radical political antiwar issue provided the ce activists, not the pacifists, who supplied the ment for the coalitions within leadership for the student antiwar move ment. During the decades when radicalism the student movement of the was in a state of decline the pacifists at Thirties.