DOCSLIB.ORG

Washington Youth Voice Handbook the What, Who, Why, Where, When, and How Youth Voice Happens

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Washington Youth Voice Handbook the What, Who, Why, Where, When, and How Youth Voice Happens Washington Youth Voice Handbook the what, who, why, where, when, and how youth voice happens By Adam Fletcher Washington Youth Voice Handbook. © 2006 Adam Fletcher All rights reserved. All worksheets and handouts may be duplicated, but must be duplicated exactly as is. Organizations and individuals wishing to use information from the text of this publication must obtain prior written consent from the author. If organizations wish to create their own document from the Washington Youth Voice Handbook for use at a conference or to be included in a booklet or manual, a draft must be sent to the author for review prior to any replication or distribution. A copy of the final version of all materials must be sent to the author. Author Adam Fletcher Research Assistance Kari Kunst, Joseph Vavrus, Chelsea Nehler Cover Design Doug Smith Readers Jeff Conor, Jennifer Springsteen, Andrea Felix, Charlette Harris, Wendy Lesko, Beth Kelly Published by CommonAction, PO Box 6185, Olympia, WA 98507-6185 Phone (360) 753-2686 Fax (360) 943-0785 Email [email protected] Printed in the United States of America. All attempts have been made to ensure information in this publication is accurate; however, the author cannot guarantee the results. Websites current as of 6/06. Check sources by contacting us or referring to the Washington Youth Voice Directory for more information. Let Us Support YOU! CommonAction is a national nonprofit Youth CommonAction is able to Voice organization in Olympia, Washington. support the distribution of CommonAction provides training and this Handbook by consultation to support organizations as they facilitating training, use this manual. For more information call (360) speaking engagements, and 753-2686, email [email protected], or consulting on everything visit www.commonaction.org covered herein. Please consider scheduling us for This publication was created with support from your next gathering, the Washington State Office of Superintendent conference, or retreat. of Public Instruction. This is not an official OSPI publication, nor does it reflect the official Contact our office for more position of the Superintendent or the State of information by calling Washington. (360) 753-2686 or emailing [email protected] This material is based upon work supported by the Corporation for National and Community Service under the 2003-2005 Learn and Serve America School-Based Grant to OSPI. Opinions or points of view expressed in this document are those of the authors and do not necessarily reflect the official position of the Corporation or the Learn and Serve America Program. Washington Youth Voice Handbook Page 3 Table of Contents Acknowledgements ................................. 5 How to Use this Handbook......................... 6 A Word to Youth, A Word to Adults, A Word from the Author An Introduction to Youth Voice..................11 Chapter 1: What is Youth Voice?.................12 Chapter 2: Why Youth Voice?.....................22 Chapter 3: Who is Youth Voice for? .............30 Chapter 4: When Does Youth Voice Happen? ..39 Chapter 5: Where Does Youth Voice Happen? .45 Chapter 6: How Does Youth Voice Happen?....54 Youth Voice Workshops ...........................66 Twenty-plus skill- and knowledge-building outlines Youth Voice Assessment ........................ 125 For programs, classes, organizations, and communities Washington Youth Voice Directory............ 131 Programs and Organizations Youth Voice Resource Guide ................... 137 Organizations, Websites, Publications What Is CommonAction?......................... 144 Washington Youth Voice Handbook Page 4 Acknowledgements This publication is I am not an expert; rather, I am someone who has deliberately and dedicated to the memory critically reflected about his own practice and the practices of others of Dr. Linda Vavrus, a engaged in Youth Voice work. This Handbook was three years in the lifelong educator who making, and features many of those reflections about this work. I want would not stop teaching, to personally thank everyone who supported and contributed to this and still has not. manual and to my learning, and acknowledge them here, because this Thanks, Granny Linda. publication would not exist without their contributions. My greatest thanks go to Jessica and Hannah – without your support I would not do this work. Thank you to my professional learning partners, especially Adrienne Wiley-Thomas, Greg Williamson, Jenny Sazama, Karen Young, Andrea Felix, Mishaela Duran, and Heather Manchester. Thanks to Henry Giroux for his continued support of my work. I am also particularly grateful to the superb assistance of Charlette Harris, Kari Kunst, Wendy Lesko, Chelsea Nehler, Jennifer Springsteen, Jessica Vavrus, and Joseph Vavrus. The Washington State Superintendent of Public Instruction Terry Bergeson has supported Youth Voice for a long time. Her commitment made all of this possible. Other associates at OSPI include co-op students from 2001–2003, Gayle Pauley, Nasue Nishida, Beth Kelly, Barbara Quick, Brenda Merritt, Gary Gorland, and Lexie Domaradzki. The Points of Light Foundation YES Ambassador program was vital to developing my understanding of Youth Voice, thanks to Cyndi Sherer, Jim and Pam Toole, Patrick Doyle, and the 2000–2001 YES Ambassadors. Thanks to Norma Straw, Lai Lani Ovailles, Sasha Rabkin, and Ilana Mullen, all former YES Ambassadors at OSPI. I am grateful to have walked in your shoes, if just for a moment and in your memory. Thanks also to the youth and adult allies I have worked with in community-based organizations here in Washington, including PeaceJam (Vancouver), Olympia Chapter of the National Youth Rights Association, Get It Right! (Olympia), Free School (Olympia), Service Learning Northwest and ESD 112 (Vancouver), Institute for Community Leadership (Kent), Gateways for Youth at The Evergreen State College (Olympia), and Community Youth Service (Olympia). Also, thanks to all the schools, students, and adults at the schools across Washington that I have worked with closely: Langley Middle School (Langley), Spanaway Elementary School (Spanaway), Friday Harbor High School (Friday Harbor), Secondary Academy for Success (Bothell), StudentLink (Vashon Island), Lewis and Clark High School (Spokane), Dayton High School (Dayton), Wishkah Valley High School (Wishkah), Colfax High School (Colfax), and Secondary Education for Migrant Youth (Yakima). Special thanks also to Service Learning Washington. Washington Youth Voice Handbook Page 5 How to Use this Handbook The Washington Youth Voice Handbook is designed to make your job easier, whether you are a young person or an adult ally. Youth Voice is not a new concept – the phrase “Youth Voice” can be found in literature from the mid-1940s. The Washington Youth Voice Handbook summarizes what young people and adults in Washington have learned about Youth Voice since it became popular in the early 1990s. This publication can help those who are new to Youth Voice learn about it, and encourage those who are more experienced to learn more. There is so much jargon out there that meaning of words is often lost, and terms like “Gen X” or “tweens” become meaningless and out-of- date almost as soon as they are printed. In an effort to avoid that trap, this publication sticks to simple terms. Here is how age-related words are defined from here out: • Child refers to ages birth to 11; • Youth is ages 12 to 20; • Young people are everyone between birth and 25. In the Washington Youth Voice Handbook the phrase “Youth Voice” is meant to address people in between 12 and 20; however, many lessons are appropriate for younger people, and older ones, too. The following section begins those lessons with an introduction to Youth Voice. From thereon the Handbook carefully details different aspects of Youth Voice: Chapter One, What is Youth Voice?, explores the definition of Youth Voice, common misconceptions about Youth Voice, the Principles of Youth Voice, the Cycle of Youth Engagement, and barriers to Youth Voice. Chapter Two, Why Does Youth Voice Matter?, examines a variety of reasons why Youth Voice matters, including research and theory, as well as the issues addressed by Youth Voice, and myths about Youth Voice. Chapter Three, Who is Youth Voice For?, identifies the wide breadth of people affected by Youth Voice, featuring a variety of important populations Youth Voice works for – including young people and adults. This chapter also highlights ways to honor diverse Youth Voice. Chapter Four answers the question, When Should Youth Voice Happen? This chapter explores the different times of life, times in the year, and important calendar days for Youth Voice activities. Chapter Five, Where Does Youth Voice Happen?, identifies several different locations where Youth Voice is engaged throughout our communities, including several Washington Youth Voice Handbook Page 6 rubrics that explore the process of engaging Youth Voice in classrooms, community groups, after-school programs, and more. Chapter Six, How Does Youth Voice Happen?, examines different types of Youth Voice activities by exploring popular approaches to engaging young people throughout communities. Continuing on the theme of “How Does Youth Voice Happen?”, the Handbook next offers twenty-plus workshop outlines for youth, teachers, youth workers, and other determined advocates. There is also an introductory resource collection that is packed with publications, websites, and organizations from around the world, as well as the first- ever
Load more

Recommended publications
  • Youth-Adult Partnership Is a Right and a Part of Being a Citizen in Our Democracy
    Youth-adult partnership is a right and a part of being a citizen in our democracy Students must have an active role in their learning if that learning is going to be meaningful and lasting, and such an active role should include having input into how their learning is facilitated. This is the right of the students, and it is the responsibility of adults to ensure that that right is guaranteed. —Alison Cook-Sather, 2008 If the central goal of schools were to prepare students to engage productively in a democracy, then students would be working on the concerns of their immediate and future life and on the concerns of their immediate and extended communities. —Carl Glickman, 1993 According to the Vermont Youth Risk Behavior Survey in 2017, 61% of high school students surveyed agree or strongly agree that they matter to people in their community; a significant increase over the past decade (47% in 2007, 50% in 2015). For middle school students, 64% reported that they mattered to people in their community, up from 53% in 2011. Youth-adult partnership promotes ownership If students feel some ownership in the school where they learn, we might have better attendance, fewer suspensions, and more respect for keeping our building clean. Also, having a choice in how we are taught might make most students more enthusiastic about learning. —student proposal for democracy, Meaningful Student Involvement Guide to Inclusive School Change, Adam Fletcher Fostering student voice—empowering youth to express their opinions and influence their educational experiences so that they feel they have a stake in the outcomes—is one of the most powerful tools schools have to increase learning.
    [Show full text]
  • Ending Discrimination Against Young People by Adam Fletcher PDF
    [BOOK] Download Ebook Ending Discrimination Against Young People By Adam Fletcher PDF Ending Discrimination Against Young People By Adam Fletcher click here to access This Book : FREE DOWNLOAD Denglisch for better knowers: zweisprachiges Denglisch for Better Knowers: Zweisprachiges Wendebuch Deutsch/ Englisch: Hand Shoes und der ganze deutsch-englische Wahnsinn by Adam Fletcher, Ending discrimination against young people: Buy Ending Discrimination Against Young People by Adam Fletcher (ISBN: 9781492183822) from Amazon's Book Store. Free UK delivery on eligible orders. Adam fletcher 02 pioneers youth policy in brazil Adam Fletcher 02 is a discrimination against Fletcher reflected, The young people shared experiences from their own lives that sounded similar Adam fletcher | facebook Order "Ending Discrimination Against Young People" for 10% expert Adam Fletcher proposes that all young people everywhere are affected by discrimination simply Ending discrimination against young people: adam Ending Discrimination Against Young People: Adam Fletcher: 9781492183822: Books - Amazon.ca Amazon Try Prime. Your Store Deals Store Gift Cards Sell Help en fran ais Adam fletcher - academia.edu Adam Fletcher studies Youth An easy-to-read booklet highlighting the basics of youth rights for adults and young people. The Effects of Discrimination Against Accidental discrimination? - ethos community Accidental Discrimination? Posted by Adam Fletcher on discriminate against young people by book, Ending Discrimination Against Young People. Amazon.co.uk: adam fletcher: books, biogs, Visit Amazon.co.uk's Adam Fletcher Page and shop for all Adam Fletcher books. Check out pictures, bibliography, biography and community discussions about Adam Fletcher A short introduction to youth rights | adam By Adam Fletcher in Youth Studies By Adam Fletcher Founder of The Freechild Project A Short Introduction to Youth Rights.
    [Show full text]
  • Youth Declaration of Rights Vermont Youth Have the Right To
    YOUTH DECLARATION OF RIGHTS VERMONT YOUTH HAVE THE RIGHT TO: EDUCATION MENTAL HEALTH Access free classes on Basic Life Skills (signing a lease, Have access to affordable mental health care budgeting, taxes, resumes, etc.) A personal break to handle their mental situation Equal opportunities and experiences in arts education Choose their own identity, whether that be sexual before, during, and after school orientation, religious identification, and/or gender A post-secondary education no matter their financial identification situation Have people in society who support their mental well-being A student-directed, safe space for afterschool support and community engagement free of charge NATURAL ENVIRONMENT Time outdoors during the school (or work) day A healthy environment that provides the basic necessities to all life Know about the environment, and what is being done to it EQUALITY & JUSTICE Have a say about what happens to the environment Explore their identities in a safe environment Safe recreation in the outdoors and in their communities Education on gun safety and to live in a gun-aware PHYSICAL HEALTH community that is educated and aware of proper gun usage Hygienic products, clothing, and utilities suitable for all Have their voices heard in legal decisions that affect climates and environments everyone Have access to outdoor recreational and natural spaces Be protected in all of their life circumstances, be able to (e.g., parks, fields, courts, lakes, pitches, trails, paths, etc.) have their own privacy in their environments,
    [Show full text]
  • National Youth Rights Association Jason Kende
    Board of Directors PO Box 5882 Christopher Coes -- Washington DC 20016 Scott Davidson http://www.youthrights.org [email protected] Laura Finstad Rich Jahn National Youth Rights Association Jason Kende Alex Koroknay-Palicz Johnathan McClure To: Federal Elections Commission Re: Rules regarding political contributions by minors Kathleen Miller Brad White In light of the December 10 Supreme Court's use of no uncertain terms in to strike down the Bi-Partisan Campaign Reform Act's provision that Board of Advisors individuals 17 and under were banned from political giving, the National Youth Rights Association urges a liberal interpretation of the rules Adam Fletcher when implementing the Court's ruling. To accommodate the decision Founder, Freechild.org in McConnell vs. FEC we believe the greatest deference must be paid David Hanson, Ph. D. to youth wanting to donate money to political campaigns and parties. Professor. State University ofNew York at Potsdam Specifically we recommend the following: 1. Minors 14-17 should be treated no differently from adults in the Bennett Haselton area of political donations. President. Peacefire 2. Minors between 7 and 14 should have an initial presumption of Grace Llewellyn capacity that is rebuttable. Author. "Teenage Liberation Handbook" 3. Minors 7 and under should have a rebuttable presumption of incapacity. Mike Males, Ph.D. 4. Minors should be able to donate from bank accounts where they Author. "Framing Youth" have full access to the funds, even if parents or guardians must Roderic Park, Ph. D. co-sign to open the account. Former chancellor. University ofColorado -­ If a hearing is scheduled, NYRA is interested in testifying.
    [Show full text]
  • Leveraging Youth Advocacy May 5, 2021
    School Mental Health Virtual Learning Series January 2021-August 2021 Youth MOVE National: Leveraging Youth Advocacy May 5, 2021 Technology Support • Slides will be posted on the NCSMH website (www.schoolmentalhealth.org) and emailed after the presentation to all registrants • Please type questions for the panelists into the Q&A box. • Use chat box for sharing resources, comments, and responding to speaker Web Mobile App Tiffany Beason Larraine Bernstein Taneisha Carter Elizabeth Connors NCSMH Faculty Coordinator Senior RA NCSMH Faculty Dana Cunningham Sharon Hoover Nancy Lever Jill PGSMHI Director NCSMH Co-Director NCSMH Co-Director Bohnenkamp NCSMH Faculty Oscar Morgan Michael Thompson Dave Brown MHTTC Project Director MHTTC Sr. TA Specialist Senior Associate School-based Training Behavioral Health Equities Perrin Robinson Britt Patterson Kris Scardamalia Communications Director NCSMH Faculty NCSMH Faculty Central East Geographical Area of Focus HHS REGION 3 Delaware District of Columbia Maryland Pennsylvania Virginia West Virginia What Does Central East MHTTC Do? Actions • Accelerate the adoption and implementation of evidence‐based and promising treatment and recovery-oriented practices and services • Strengthen the awareness, knowledge, and skills of the behavioral and mental health and prevention workforce, and other stakeholders, that address the needs of people with behavioral health disorders • Foster regional and national alliances among culturally diverse practitioners, researchers, policy makers, funders, and the recovery community • Ensure the availability and delivery of publicly available, free of charge, training and technical assistance to the behavioral and mental health field National Center for School Mental Health MISSION: Strengthen policies and programs in school mental health to improve learning and promote success for America's youth • Focus on advancing school mental health policy, research, practice, and training • Shared family-schools-community mental health agenda Directors: Drs.
    [Show full text]
  • Download Issue
    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.
    [Show full text]
  • The Youth Industrial Complex Adam Fletcher July 2020 Freechild Institute, Freechild.Org
    The Youth Industrial Complex Adam Fletcher July 2020 Freechild Institute, freechild.org Synopsis: In the context of decreased support for young people throughout society, it is vital to understand the forces driving the changes underway. The writer identifies and analyzes a phenomenon called the youth-industrial complex that situates the relationships between businesses, governments and nonprofits, as well as the functions between public and private resources, and youth activities. Acknowledging the history and future of the phenomenon, the writer suggests this becomes core knowledge among people within and affected by the complex. The nonprofit industrial complex affects billions of people worldwide, benefiting and detracting from our efforts to make change all while appearing innocuous and indifferent. Because of their age and role in society though, young people might be the most heinously affected. Their experience is so finitely affected that I am calling it the youth-industrial complex. The youth- industrial complex is a phenomenon in the United States that summarizes the overlapping interests of nonprofits, businesses and government agencies which use public and private resources to create youth-serving activities to address economic, social and political problems. What It Does The youth-industrial complex is reflected in the relationship between the three components of governments, nonprofits and businesses. These activities reinforce each sectors' mutually beneficial interactions with young people. Each individual component gains from addressing specific problems in society with specific activities for youth, while the other two aspects gain from ensuring young people have those specific problems in the first place. Every single young person is affected by this complex in countless visible and invisible ways, extending from their home lives to sports, schooling to hanging out; from technology to clothing, music to communication.
    [Show full text]
  • The Drinking Age
    Vermont Legislative Research Shop Lowering the Drinking Age The minimum legal drinking age fluctuated throughout the second half of the 20th century, yielding mixed results. After prohibition was repealed in 1933, almost every state set the minimum legal drinking age (MLDA) at 21 years.1 In 1970 Congress lowered the voting age to 18, which began a movement to lower the drinking age, as well. During the Vietnam era, many people were outraged that 18 year‐olds were fighting overseas yet could not have a drink. In the period between 1970 and 1975, 29 states lowered their MLDA to 18, 19 or 20. A study by Alexander Wagenaar revealed that in states that had lowered their minimum age there was a 15 to 20% increase in teen automobile accidents.2 This information influenced 16 states to raise their MLDA to 21 between 1976 and 1983. Pressure from groups such as Mothers Against Drunk Driving (MADD) led to the signing of the Uniform Drinking Age Act by President Ronald Reagan on July 17, 1984.3 This act mandated a significant decrease in federal transportation funding for states that did not raise their MLDA to 21. Worldwide, the United States has the highest MLDA, with others ranging from birth to age 20.4 The majority of countries have a MLDA of 18. In most of these countries, however, the family teaches responsible drinking from a very young age. Since 1960, over one hundred studies have been conducted to analyze the effects of raising the MLDA. This research was examined by Alexander Wagenaar to determine the trends that appeared in the conclusions.5 Some of these studies provided evidence supporting a MLDA of 21, while most others found no conclusive results.
    [Show full text]
  • Youth Participation in Electoral Processes Handbook for Electoral Management Bodies
    Youth Participation in Electoral Processes Handbook for Electoral Management Bodies FIRST EDITION: March 2017 With support of: European Commission United Nations Development Programme Global Project Joint Task Force on Electoral Assistance for Electoral Cycle Support II ACKNOWLEDGMENTS Lead authors Ruth Beeckmans Manuela Matzinger Co-autors/editors Gianpiero Catozzi Blandine Cupidon Dan Malinovich Comments and feedback Mais Al-Atiat Julie Ballington Maurizio Cacucci Hanna Cody Kundan Das Shrestha Andrés Del Castillo Aleida Ferreyra Simon Alexis Finley Beniam Gebrezghi Najia Hashemee Regev Ben Jacob Fernanda Lopes Abreu Niall McCann Rose Lynn Mutayiza Chris Murgatroyd Noëlla Richard Hugo Salamanca Kacic Jana Schuhmann Dieudonne Tshiyoyo Rana Taher Njoya Tikum Sébastien Vauzelle Mohammed Yahya Lea ZoriĆ Copyeditor Jeff Hoover Graphic desiger Adelaida Contreras Solis Disclaimer This publication is made possible thanks to the support of the UNDP Nepal Electoral Support Project (ESP), generously funded by the European Union, Norway, the United Kingdom and Denmark. The information and views set out in this publication are solely those of the authors and do not necessarily reflect the official position of the UN or any of the donors. The recommendations expressed do not necessarily represent an official UN policy on electoral or other matters as outlined in the UN Policy Directives or any other documents. Decision to adopt any recommendations and/or suggestions presented in this publication are a sovereign matter for individual states. Youth
    [Show full text]
  • Assessment of Student Engagement in Higher Education: a Synthesis of Literature and Assessment Tools
    1 International Journal of Learning, Teaching and Educational Research Vol. 12, No. 2, pp. 1-14, June 2015 Assessment of Student Engagement in Higher Education: A Synthesis of Literature and Assessment Tools B. Jean Mandernach, PhD Grand Canyon University Phoenix, Arizona, United States Abstract. Educational research increasingly highlights the importance of student engagement and its impact on retention, learning and persistence. Despite widespread agreement on the value of student engagement, assessing engagement in higher education remains a challenge. To effectively measure student engagement (and understand its influence on the learning experience), it is essential that each institution defines the scope of engagement within their unique context and selects assessment metrics that align with the target definition. The dynamic nature of engagement mandates a multi-faceted approach to assessment that captures the interactive nature of the behavioral, affective and cognitive dimensions comprising student engagement. The value of various modes and tools for assessing student engagement in higher education are discussed. Keywords: student engagement; assessment of engagement; engagement metrics; cognitive engagement Introduction With increased emphasis on promoting student engagement in postsecondary classrooms (Barkley, 2010; Bowen, 2005; Günüç & Kuzu, 2014; Korobova & Starobin, 2015), it becomes imperative that educators are able to gauge, monitor and assess student engagement as a component of the overall learning experience (Butler,
    [Show full text]
  • Passthemicyouth Multimedia Program: Setting the Stage to Amplify Youth Voices
    Journal of Extension Volume 57 Number 6 Article 4 February 2021 #PassTheMicYouth Multimedia Program: Setting the Stage to Amplify Youth Voices Maru Gonzalez North Carolina State University Katherine E. McKee North Carolina State University Michael Kokozos Gulliver Preparatory School Luke Shealy North Carolina State University Sam Chan North Carolina State University This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License. Recommended Citation Gonzalez, M., McKee, K. E., Kokozos, M., Shealy, L., & Chan, S. (2021). #PassTheMicYouth Multimedia Program: Setting the Stage to Amplify Youth Voices. Journal of Extension, 57(6). Retrieved from https://tigerprints.clemson.edu/joe/vol57/iss6/4 This Tools of the Trade is brought to you for free and open access by TigerPrints. It has been accepted for inclusion in Journal of Extension by an authorized editor of TigerPrints. For more information, please contact [email protected]. December 2019 Volume 57 Number 6 Article # 6TOT2 Tools of the Trade #PassTheMicYouth Multimedia Program: Setting the Stage to Amplify Youth Voices Abstract The #PassTheMicYouth multimedia program is a youth-centered, youth-led podcast and blog that amplifies the voices and lived experiences of young people across social identity groups. Grounded in a positive youth development framework and informed by a critical pedagogical tradition, #PassTheMicYouth shines a spotlight on sociopolitical issues important to young people and provides a platform that supports creativity and candor. Archived podcast episodes and blog posts are accompanied by lesson plans Extension professionals and other educators can use to promote dialogue and critical reflection among youth and adult audiences. This article introduces the #PassTheMicYouth program and examines potential applications for youth-serving professionals.
    [Show full text]
  • Toshalis & Nakkula, "Motivation, Engagement, and Student Voice
    MOTIVATION, ENGAGEMENT, AND APRIL 2012 STUDENT VOICE By Eric Toshalis and Michael J. Nakkula EDITORS’ INTRODUCTION TO THE STUDENTS AT THE CENTER SERIES Students at the Center explores the role that student-centered approaches can play to deepen learning and prepare young people to meet the demands and engage the opportunities of the 21st century. Students at the Center synthesizes existing research on key components of student-centered approaches to learning. The papers that launch this project renew attention to the importance of engaging each student in acquiring the skills, knowledge, and expertise needed for success in college and a career. Student-centered approaches to learning, while recognizing that learning is a social activity, pay particular attention to the importance of customizing education to respond to each student’s needs and interests, making use of new tools for doing so. The broad application of student-centered approaches to learning has much in common with other education reform movements including closing the achievement gaps and providing equitable access to a high-quality education, especially for underserved youth. Student-centered approaches also align with emerging work to attain the promise and meet the demands of the Common Core State Standards. However, critical and distinct elements of student-centered approaches to learning challenge the current schooling and education paradigm: > Embracing the student’s experience and learning theory as the starting point of education; > Harnessing the full range of learning experiences at all times of the day, week, and year; > Expanding and reshaping the role of the educator; and > Determining progression based upon mastery.
    [Show full text]