Finding Resources to Change the World

Freechild Project youth in a summer camp session

No one wants to meet roadblocks to changing the world, but when we do, we need to know how to overcome them. The tools we need already exist- we just need to find them. Sometimes everything we need is within reach; other times, our friends and family have them. The things we need to change the world are almost always in our communities, even if we can’t see them.

The following questions are designed to help you explore why, what, how, and where you can find the resources you need to change the world. Give careful thought to why and when you need these resources.

WHO needs to be involved?!?

  • Who does our action immediately affect? Who does it indirectly affect?
  • Who else wants to see change in your community? What do they stand for? Who and what do they stand against?
  • What people do we need to take action? Are we the people most affected by the problem? Are we engaging the people most affected? Do we need a small team? A large crowd? Mass mobilization? City-wide action? A national effort? A global movement?
  • What specific jobs can specific people do to get our aims done? Why do we need these jobs done? Background researching, phone calling, web outreach, group meetings.
  • Who can help us?  Friends, people we know, people we don’t know, felllow students, teachers, college professors, parents, community activists?
  • What skills do people in our community have?

WHAT are we trying to accomplish?

  • Have we explored our assumptions?
  • Do we have reasonable, accomplishable goals?
  • Are our goals measurable- can we see the outcomes?

WHEN are we trying to make change happen?

  • Do we have a timeline set?
  • Do we have reasonable expectations?
  • Have we asked people who have done this before?

WHERE are we trying to make change?

  • What is the scope of our action- our neighborhood, city, state, nation, or is it global? Why work beyond our community?
  • Where does our action immediately affect?
  • What are the traditional places in your community to get the resources you need? Schools, churches, businesses, community groups, foundations…
  • What are the nontraditional places in your community to get the resources you need? Family, friends, children, youth, seniors, activist groups..

HOW do we get the job done?!?

  • Do we need to learn more about the issue? Conduct background research? Map our community?
  • What can our culture provide to our action? What customs, language, morals, literature, dance, art, poetry, philosophy, religion, ideals and rituals can help us?
  • What physical materials are needed? Where can we acquire those materials? What are the instruments, tools, machines, clothes, or other things we need? Why do we need them?
  • Do we need space for our work? Can we meet at someone’s house, in our school, at the community center, or in the park?
  • What about money?

5 IMPORTANT Points

  • Before you ask anyone for anything, give careful thought to why and when you need it- your first “ask” might be your only one.
  • Document the reasons you need certain items. This may be useful for future “asks”. It might look like this: “(4) gardening hoes – Two for each community garden plot” or like this: “Conducted a community drive for spray paint for a new youth-created graffiti mural, intended to establish ownership and belonging for youth downtown.”
  • What is the expected outcome if you get what you need? Make sure you let givers know that, as well as the recipients of your intended action.

 

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Activist Learning

Freechild Project youth with picket signs in Seattle

Activist Learning is an intentional strategy for creating knowledge characterized by taking action to realize just relationships that transform unequal power structures in our personal, social, political, environmental, spiritual, and economic lives. This page describes what it is, how it happens, where it occurs and what difference it can make.

This is accomplished by linking critical reflection to activism with intentional opportunities to connect the action to self-reflection, self-discovery, and the creation and comprehension of values, skills, and knowledge.

What is Activist Learning?

Activist Learning can be a youth-only, actively encouraging self-direction and self-education through community activism. Activist Learning with young people can also happen in partnership with adult allies, although in this situation the emphasis should always be on youth-led action, with opportunities for adult-shared learning facilitation optional.

Why Activist Learning?

  • Activist Learning can challenge ideas that educators can deposit knowledge into the empty minds of students by engaging co-learners as the co-creators of knowledge.
  • Activist Learning can engage young people and educators as co-facilitators of learning, encouraging young people to become knowledge creators and adults to become allies.
  • Activist Learning can empower activist/learners to articulate themselves in a way that is relevant to their lives and their roles as agents of change.
  • Activist Learning can move activist/learners from acts of charity and sympathy towards solidarity and allyship.

Activist Learning can allow activist/learners to…

  • Prioritize ethics and a work towards social justice;
  • Challenge the ways schools perpetuate power structures in our society;
  • Support teachers in reflecting on their complicity in this perpetuation;
  • Show students that knowledge is socially constructed – and is not the ‘truth’;
  • Assist students in deconstructing knowledge to see how and why it is that way and whose purposes it serves, teaching them to “read the world differently” and “resist the abuse of power and privilege” that abounds (Henry Giroux, 1991, p. 49);
  • “Create new forms of knowledge through … breaking down disciplinary boundaries and creating new spaces where knowledge can be produced” (Henry Giroux, 1991, p. 50)

Important Concepts

  • Activist Learning — A community learning approach characterized by people taking action to realize a society based on just relationships by seeking to transform unequal power structures in our personal, social, political and economic lives.
  • Adult Ally — Adults in unity or connection with young people in personal relationships, as in friendship or partnership.
  • Collective — Flat organizational structure where the all members of a group are responsible for or involved in making all decisions.  There are no ranks or structures that make one person more powerful than another
  • Community Learning — A knowledge-creating practice in which traditional student-teacher roles are eliminated; co-learners are simultaneously encouraged to facilitate and receive knowledge.
  • Critical Reflection — Thinking about what we are thinking and doing, and then acting on what we have thought about; A circle of learning that promotes continuous action for social justice.
  • Praxis — Bringing together critical reflection and concrete action with/in a community in order to transform it.
  • Social Justice — The practice of putting democracy into daily practice with regard for the social conditions within a community.  Often associated with, but not limited to, racism, sexism, ageism, homophobia, poverty, and discrimination against persons with disabilities.
  • Popular Education — A space where young people and adults can learn together to foster a more equitable, just and democratic world. Facilitators use social justice, youth empowerment and active learning to foster and support real, positive and empowering relationships that teach and learn.
  • Solidarity — A union of interests, purposes, or empathies between people; a fellowship of responsibilities and interests.

Elements of Activist Learning

Activist Learning doesn’t just happen. There are critical elements that make Activist Learning the powerful, purposeful tool it is. Here are some of them:

  • Activist Learning develops communities as places that promote radical democracy, where diverse, consensus-based, non-hierarchical and non-discriminatory learning takes place.
  • Activist Learning fosters critical analysis of institutions and social structures, takes responsive action to promote justice and equity, teaches the history of social movements.
  • Activist Learning encourages learning to cross disciplines, issues, cultures and communities in order to foster knowledge creation, challenge and exploration.
  • Activist Learning honors and accentuates life-long learning that engages learners through community-based, innovative and effective pedagogy.
  • Activist Learning uses technology and media as liberating tools that support community needs.

Activist Learning in Schools

Following are a few suggestions for integrating Activist Learning in schools:

  • Organize a class project with all of the elements of Activist Learning.
  • Students can research news stories about social injustice by collecting and analyzing news clippings or Internet printouts that portray unjust sentiments, statements, or actions in their area.
  • Students can collect accounts of protective and supportive acts toward people of color, low-income people, differently-abled people, environmentally sensitive areas, etc.
  • Create a class mission statement about responding to one’s fellow citizens in a productive way. This can be an opportunity to brainstorm and model consensus-building.
  • Assign an essay comparing contemporary events to analogous events in history.
  • Dedicate an hour every week or month for students to locate and read publications written for largely minority audiences (e.g., Asian Week, Hispanic Review, Black Enterprise, Indian Country Today).
  • Work with interested students to form a Student Civil Rights Team in your school. Student Civil Rights Teams work in schools or other settings to teach their peers about prejudice, discrimination, hate crimes, and protecting victims or potential victims.

Activist Learning in Communities

YOUR voice is YOUR power!  You’re an activist, and you know you’re learning!  Around the world people are learning through activism and grabbing hold of learning and owning what they know.

And by the way – you probably aren’t already doing this. Activist Learning requires several important elements named above, and most groups don’t have them all.  But you can, and that’s why we offer these examples.

Young people always learn through activism.  By working with friends and partnering with adult allies, young people are developing powerful, effective Activist Learning projects.  The following are stories of young people learning through activism (click on the heading for the link):

  • Youth Act! Students Testify on Mayor’s Budget – Read this story from 2000 about young people in Washington DC who learned about homeless issues and advocated to the city’s Mayor for change.

  • Global Uprising: Stories of a New Generation of Activists – Read excerpts from this exciting book that documents young activists work today.  The stories on this page include the personal narratives of young people standing up for peace, the environment, and for social justice.

  • Talk to Us. Listen. Take Us Seriously. – Eighteen young people from small communities across America—from the Mississippi Delta to Vermont’s Northeast Kingdom, the Navajo Nation to the northern California coast—speak about their efforts to promote youth leadership and voice in their schools and communities. They recount their successes while offering pointed advice on ways adults can partner more effectively with kids.

YOU can get inspired, get informed, get active and learn something!  The following websites offer great information to promote young people taking action – all you’ve got to do is make something of it!  You can do that with Activist Learning.

Summary

Young people have increasingly been at the front of rallies, marches, and activism around the world over the last several decades. Children and youth organize, research, educate, analyze, and advocate for change around the world through local, national, and international movements. While this action is powerful and often effective, there has been one component that is usually missing: the intentional learning.

For several years The Freechild Project has been researching youth-led activism in several areas, including environmental activism. Using this research and our own experiences in activism, we have developed an exciting new model for youth engagement in social change work called “Activist Learning.”

We define Activist Learning with young people as an intentional strategy for creating knowledge characterized by taking action to realize just relationships that transforms unequal power structures in our personal, social, political, environmental, spiritual, and economic lives.

Activist Learning is a process that…

  • …develops communities as places that promote radical democracy, where diverse, consensus-based, non-hierarchical and non-discriminatory learning takes place.

  • fosters critical analysis of institutions and social structures, takes responsive action to promote justice and equity, teaches the history of social movements.
  • …encourages learning to cross disciplines, issues, cultures and communities in order to foster knowledge creation, challenge and exploration

  • …honors and accentuates life-long learning that engages learners through community-based, innovative and effective pedagogy
  • …uses technology and media as liberatory tools to support community needs

Elements of Activist Learning include shared assumptions and purposes; negotiated co-learning goals agreed upon among activists; common action and learning (“praxis”); continual critical reflection, and; emphasis on co-learner/community voice.

Activist Learning can be a youth-directed, youth-only activity that encourages self-direction and self-education through community activism. Activist Learning with young people can also happen in partnership with adult allies, although in this situation the emphasis should always be on youth-led action, with opportunities for adult-shared learning facilitation optional.

Activist Learning challenges the idea that educators can deposit knowledge into the empty minds of students by engaging co-learners as the co-creators of knowledge. It engages young people and educators as co-facilitators of learning, encouraging young people to become knowledge creators and adults to become allies. Activist Learning empowers young activist/learners to articulate themselves in a way that is relevant to their lives and their roles as agents of change. Finally, and most importantly to our work, it moves activist/learners from acts of charity and sympathy towards solidarity and allyship.

Recent studies have shown that Activist Learning can allow activist/learners to:

  • Prioritize ethics and a work towards social justice;
  • Challenge the ways schools perpetuate power structures in our society;
  • Support teachers in reflecting on their complicity in this perpetuation;
  • Show students that knowledge is socially constructed – and is not the ‘truth’;
  • Assist students in deconstructing knowledge to see how and why it is that way and whose purposes it serves, teaching them to “read the world differently” and “resist the abuse of power and privilege” that abounds (Henry Giroux, 1991, p. 49);
  • “Create new forms of knowledge through … breaking down disciplinary boundaries and creating new spaces where knowledge can be produced” (Henry Giroux, 1991, p. 50) [From Con/testing Learning Models by Gaell Hildebrand (1999).]

While taking action is powerful, learning from it is even more important. There are millions of people who are working to save the environment and change the world everyday – shouldn’t you make your effort today?


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Urban Youth

Youth in Seattle with a Freechild Project summer camp

Living in a place shouldn’t condemn a person to poor health, weak education, unsafe living conditions or segregation from other races, socio-economic classes and religions. However, in cities around the world urban youth face countless barriers to successful lives. Experience and research shows that these same young people are engaged in substantive activities focused on changing the world, they become empowered, wise and transformative leaders. Urban youth can transform the lives of younger people, their peers, adults and elders living among them and throughout their cities.

There’s no reason why children in inner cities or rural areas do not receive the same quality education or opportunities as those in suburbs or wealthy neighborhoods. If we truly believe in giving all citizens a chance to pursue happiness and pursue their goals, then we cannot continue to marginalize entire groups of people. — Al Sharpton

 

Ways Urban Youth are Changing the World

Youth Leadership — When urban youth are needed to fill in gaps, or where adults refuse the power of youth, youth leadership can be a substantive tool for communities. Building skills sets like communication, problem-solving, change management and peaceful negotiations, urban youth leadership programs, activities and organizations can be beacons of hope.

Youth as Mentors — Providing positive, intentional role models is an important task urban youth can excel through. Whether mentoring with younger children or adults, young people can build trust, mutual investment, and meaningful interactions into the daily lives of their mentees, and learn from them, too.

Youth Media Makers — Learning how to make media that reflects their communities’ true realities without sensationalizing, glorifying or otherwise manipulating circumstances, urban youth media makers can change the world. Its vital to use the media popular within a community to reach that community and beyond, whether on the Internet, through video or print, or via texting.

 

"Precisely at the point when you begin to develop a conscience you must find yourself at war with your society." - James Baldwin

 

Things Urban Youth Need to Change the World

Education — Education in cities should focus on developing a strong commitment within children and youth to transforming their urban communities from within, and changing the entire world. They should learn about urban transformation, economic development, cultural enrichment, community building and youth-led activism.

Funding — Urban youth deserve every opportunity to build their communities, progress their lives and build social justice simply because they live in cities. However, simply because they live in cities they often don’t have access to the fiscal resources of other young people. Foundations, government agencies and other funders should provide specific, sustained and substantial funding opportunities for urban young people to change the world.

Inspiration —  Living in poverty, struggling with family / gender / gang violence, and experiencing daily discrimination and fighting community depression can challenge the strongest people. Children and youth face the outcomes far more than adults. Inspiration and motivation for understanding they can change  the world in positive ways; have meaningful, positive effects on their communities; and see relevant outcomes that affect their lives and their families can be absolutely essential.

 

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Rural Youth

A learner who is homeschooling for social change

Growing up in small villages and towns or on farms and in other rural areas can present young people with considerable challenges. However, rural youth can be vital to transforming their communities, building ownership and engaging young people to stop the rural brain drain.

There’s no reason why children in inner cities or rural areas do not receive the same quality education or opportunities as those in suburbs or wealthy neighborhoods. If we truly believe in giving all citizens a chance to pursue happiness and pursue their goals, then we cannot continue to marginalize entire groups of people. — Al Sharpton

 

Ways Rural Youth are Changing the World

Youth as Recruiters — Building their own opportunities to transform their environments is essential to children and youth engagement. After they’ve planned engaging programs and activities, young people can recruit their peers, younger people and adults. As facilitators, evaluators and decision-makers throughout their communities, rural youth can change the world.

Youth as Mentors — Engaging youth as mentors can allow children, other youth and adults in rural to become meaningfully influential and purposeful. Substantive activities for rural youth can focus on fostering community, building youth/adult partnerships and transforming organizations, schools and rural areas.

Servant Leadership — Learning to lead others can mean learning to serve, too. Servant leadership can build the humility, empowerment and engagement of young people throughout rural areas in unique ways. They can become more capable and involved than before, and can develop the ability to meet the needs of their areas in unique and important ways.

 

"It's a very important thing to learn to talk to people you disagree with." - Pete Seeger

 

Things Rural Youth Need to Change the World

Training — Learning practical skills and relevant knowledge they can apply to change rural communities is essential for children and youth. Whether focusing on communication, teambuilding, networking, problem-solving or change management, young people can be essential partners for community development in rural areas.

Technology — Weaving together the power and potential of young people in rural areas can be easier through technology. Cell phones, texting, social media and the Internet can be powerful tools to reach across broad distances and other barriers.

Inspiration — Discovering the roots of action and finding motivation to take action can move young people from being passive recipients of adult actions towards becoming active partners in social change.

 

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Youth and Food

Freechild Project youth making a trail

Whether they’re hungry for any food, healthy food, or to end food injustice, youth and food are bound together like beans growing up a corn stalk. In homes, neighborhoods, schools, villages, towns and cities around the world, young people are changing the world through thoughtful, productive and engaged action focused on food production, food consumption, food quality and food waste.

“The food you eat can be either the safest and most powerful form of medicine or the slowest form of poison.” ― Ann Wigmore

 

Ways Youth can Change the World through Food

Youth as Teachers — Young people can change the world by starting in their schools, homes and communities, teaching their siblings, peers, younger children, parents and adults about food, food-related issues and more.

Youth as Farmers — Raising the food they eat can allow children and youth to be more invested, educated and engaged in their health and wellness. Learning, growing and harvesting their own fruits and vegetables, meats and other foods can empower young people in tremendous ways, causing their world to be healthier and more connected than ever.

Youth-Led Community Organizing — Working together with their families, their peers and their neighbors, young people can organize their communities to change the world through food. They can lead community gardens, advocate for healthy foods in food deserts, or teach healthy nutrition courses for their peers.

 

Things Youth Need to Change the World through Food

Education — Learning about the food they eat, including where its from, how its raised, what it does to their bodies and how it affects their communities can significantly improve the abilities of young people. They can learn which food is the safest and most powerful for their health, well-being and their communities’ sustainability.

Training — Young people can build the skills and abilities they need to change the world through food with training focused on applicable skills. They can learn farming skills, nutritional teaching information, assessment skills and other information. By becoming trainers of trainers, children and youth can also transform the food cultures they live in everyday.

Technology — Young people can learn about food, nutrition, food deserts and related issues through technology. Social media, videos, email, texting and other tools can empower, engage and educate children and youth. Changing the world through food can happen thoroughly, quickly and meaningfully.

 

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Youth and Foster Care

Youth are changing the world right now.

Despite how they’re often treated, young people in the foster care system are powerful beyond measure. Even though they rarely have significant and meaningful opportunities to share their concerns and ideas or make meaningful decisions about the systems that control their lives, youth and foster care often need each other. Transforming foster care by empowering children and youth in foster care is absolutely vital. Rather than focusing on speaking for children and youth or doing things to children and youth, the foster care system should take action with young people to improve the system and outcomes.

Don’t try to silence me or my thoughts on being adopted. I have a voice, and everything I say is the truth and valid. I have been through it, therefore, I know. This is my story. — Source unknown

 

Ways Youth can Change the World through Foster Care

Youth as Decision-Makers — Young people in foster care should have substantial opportunities to make decisions for themselves. Adults should teach children and youth healthy and successful decision-making skills, and facilitate decision-making for every children and youth in foster care to experience personal, group and systemic decision-making, too.

Youth Evaluation — Positioning youth as evaluators can provide meaningful, applicable and real ways to change the world through foster care. Whether evaluating their placements, support services, counselors or other individuals and activities that affect them directly, or integrating them throughout community-wide evaluation activities, young people in foster care can share powerful assessments of their world.

Community Youth Development — In addition to teaching foster youth independent living skills, it is essential they learn how to rely on others throughout their communities in healthy, supportive and empowering ways. Interdependent living skills can be learned through community youth development strategies that are designed to integrate foster children and foster youth throughout their communities, whether geographic, cultural or otherwise.

 

Things Youth Need to Change the World through Foster Care

Opportunities — Foster care is an adult-driven system with adult-determined goals operated by adults for the benefit of adults, all focused on children and youth. Young people need substantial, relevant and meaningful opportunities to affect the system. These should not be tokenistic, belittling, demeaning, manipulative or otherwise negative. Instead, they should be equitable, geared towards youth/adult partnerships and transformative for everyone involved, including children, youth and adults.

Training — Whether they’re learning how to transform foster care in group homes, in nonprofits, through government programs, with foundations, or through the media, children and youth in foster care should have significant training. Their skills should be developed to ensure successful action, while their knowledge should be shared to encourage meaningful personal development.

Technology — Using every technology available to them, children and youth in foster care can change the world. Texting can increase communication and community building among youth in foster care, while social media can help ensure that foster childrens’ voices are heard. Building websites and forming organizations online can further systemic goals focused on youth engagement, while access to the Internet can be a building block for further action.

 

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Youth and Racism

Freechild Project youth protest in Seattle

Youth and racism are wound together, depending on each other to unravel the pain, hurt and despicable enduring nature of racism. Being “against racism” is to be against any system based on some kind of supremacy, including white supremacy, racial supremacy of any kind, tribal supremacy, class supremacy, even male and female chauvinism. Young people are taking power action against racism and making their communities more powerful, empowering places for all people to live in.

Washing ones hands of the conflict between the powerful and the powerless means to side with the powerful, not to be neutral. — Paulo Freire

 

Ways Youth are Changing the World focusing on Racism

Youth-Led Activism — When adults won’t partner with young people or when young people want to take immediate action without permission, they can lead their own community organizing projects and rallying their peers to create change, or take action on their own. Picketing, sit-ins, boycotts and social media action are just some of the ways youth-led activism can affect racism.

Service Learning — Studying the social effects of racism, young people are building communities through service learning. Programs focused on white privilege, empowering communities of color and more can teach students about racism in distinctly effective ways. When facilitated effectively, service learning encourages students to apply their learning throughout their lives.

Youth and Incarceration — Young people are challenging the school-to-prison pipeline, long-term incarceration, incarcerating youth with adults, and solitary confinement within prisons, all wrapped together with analysis focused on the disproportionate incarceration of people of color. Youth and incarceration shouldn’t be synonymous, and youth can change the world when they focus on ending the racism which makes this happen.

 

The Freechild Project Youth-Driven Programming Guide by Adam Fletcher
Order The Freechild Project Youth-Driven Programming Guide!

 

Things Youth Need to Change the World focusing on Racism

Education — Learning about the history of racism isn’t enough. Young people need to understand their role in white privilege and racism, whether they’re people of color or white. Learning how to see privilege, dismantle white supremacy, overcome structural racism and fight against dominant cultural norms is essential, too.

Youth/Adult Partnerships — Creating intentional relationships designed to foster trust, communication, mutual investment and meaningful involvement can effectively engage youth in changing the world focused on racism. Young people can transform communities and organizations through youth/adult partnerships, increasing effective action and building support along the way.

Opportunities — Young people need substantive opportunities to take action against racism. Schools, neighborhood groups, nonprofits, government agencies and other organizations can create opportunities. Young people can create their own opportunities through youth-led community organizing and youth-led programs, too.

 

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Youth and National Service

“The world will not be destroyed by those who do evil, but by those who watch them without doing anything." - Albert Einstein

Youth and national service go together like boats on the water. Given the right motivation and inspiration, young people are essential to building nations, empowering the disenfranchised, sustaining communities and enriching democracy. Involved in deliberate nationwide programs focused on serving the greater good and empowering individuals, national service can create connections beyond local borders and enhance pride and belonging. Whether serving locally, nationally or internationally, any peace-building activity might allow young people to change the world in a powerful ways.

There are risks and costs to a program of action. But they are far less than the long-range risks and costs of comfortable inaction. — John F. Kennedy

 

Ways Youth can Change the World focusing on National Service

Project-Based Learning — National service should be an action learning opportunity for young people, focused on learning practical skills and powerful knowledge while serving the greater good in the country. Acknowledging project-based learning within national service allows a lot of relevance and applicability. Children and youth can change the world while they serve their countries by reaching beyond their borders to strengthen their nations, too.

Community Youth Development — By taking empowered, appropriate action focused on building communities and changing the world, community youth development engages young people in positive action focused on social change. Using this approach in national service program can appropriately position young people as problem-solvers and leaders in the communities where they serve.

Youth as Activity Leaders — Whether they’re focused on education, the environment, public health and safety, unmet human needs or other areas, young people can lead national service projects. Moving beyond simply enacting plans made by others, children and youth can step into planning, design, building, facilitation and other key roles throughout national service.

 

Things Youth Need to Change the World focusing on National Service

Training — Learning how to do the service they’re engaged in is important and obvious. Learning why they are involved in national service is more important. However, learning how to lead, facilitate, motivate and recruit others into national service is vital for youth to change the world, too, as they can step into these important roles and foster important change.

Youth/Adult Partnerships — Being supported through healthy and supportive relationships can help everyone flourish. In national service, bridging intergenerational gaps by building youth/adult partnerships may be essential to success. Young people and adults can both initiate these relationships, effectively building community and securing support for themselves and others, too.

Opportunities — Young people need substantive opportunities to participate as the leaders, facilitators and implementors of national service activities. These should acknowledge the complexities in participants’ lives; be infused into the regular functions of communities; and constantly acknowledge their relationship to national health and well-being.

 

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Youth and Public Health

Seattle students in a Freechild workshop discuss issues with an adult ally

Public health is made of organized efforts around the world that aim at to prevent disease and promote health across our communities. Tied together through education, action, evaluation and advocacy, youth and public health are addressing a lot of issues, including HIV/AIDs, smoking, pregnancy prevention, and more.

“If you think you are too small to make a difference, try sleeping with a mosquito. — Source unknown

 

Ways Youth can Change the World focusing on Public Health

Youth as Teachers — Young people can be some of the best public health educators, whether teaching their parents, their siblings, other young people or adults throughout their communities. Engaging youth as teachers can quickly normalize activities, knowledge and attitudes that are different or new for their communities in ways adults cannot, and can reach people others can’t, either.

Social Media — Texting public health messages and sharing public health knowledge with their peers and other throughout social media can help youth be powerful communicators and recruiters. Social media can also help youth educators build community around their issues, roles and regions, too.

Youth-Led Activism — When adults won’t listen to youth voice or allow youth participation, young people can make their voices heard through activism. Whether they are organizing communities, leading sit-ins, advocating for policy change or building online movements, young people can be powerful activists for issues that matter to them.

 

The Practice of Youth Engagement by Adam Fletcher!
The Practice of Youth Engagement by Adam Fletcher!

 

Things Youth Need to Change the World focusing on Public Health

Education — Young people should know the basic, elemental parts of public health all of the time, no matter who they are, where they live or how much money their families and communities have. However, to change the world with public health, children and youth should learn critical thinking skills, build their knowledge base, and expand their abilities.

Youth/Adult Partnerships — Working with adults as partners is a sure way to change the world through public health. Young people can teach adults about issues that matter while receiving the support, encouragement and knowledge of adults.

Funding — Securing and sustaining funding is vital for youth-led public health action. Changing the world through active engagement in the issues that affect them most, children and youth deserve the fiscal support they need for programs, activities and outcomes that reflect the importance of public health throughout our lives and communities.

 

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Youth + Social Change through Youth Mediators

Freechild Project youth in São Paulo, Brazil.

Engaging youth as mediators teaches young people to understand conflict within themselves and others. Discovering how they influence conflict, how to self-manage conflict, and how to identify strategies for calmness and clarity is enhanced by learning listening and speaking skills and how to understand other peoples’ point of view. Youth mediators can help other youth, younger students, and adults to have important conversations in order to become clearer themselves, understand each other’s perspectives, and make decisions about next steps. Youth can change the world as mediators when they apply these skills throughout their lives, including at home, in school, and throughout their communities.

You can’t shake hands with a clenched fist. — Indira Gandhi

Ways for Youth + Social Change through Youth Mediation

Youth-Led Programs — Young people can learn the deep parts of conflict resolution, become program designers and managers, and lead their own efforts to promote mediation in their schools and communities. Young people transform relationships when they move past struggle and towards interdependence and community-building.

Youth Courts — Youth courts are powerful tools for young people to develop their own capacity for problem-solving and mediation. Through jurisdiction and official proceedings, youth can reduce recidivism, promote conflict resolution and build communities instead of tearing them apart like traditional juvenile justice programs have.

Youth Managing Adult Staff — When young people participate in hiring, training, supervising and evaluating adult staff, they balance the perceptions of power within organizations and throughout communities. This acts towards mediation by empowering those who are taught, watched and facilitated by adults with the ability to rectify their challenges with adults, laying a substantive foundation for youth/adult partnerships.

Needs for Youth + Social Change through Youth Mediation

Education — Comprehensive youth mediation programs should include education for youth and adults on how to: Identify goals and outcomes; Identify and engage stakeholders, Create a team to plan and develop the program, Develop systems including referral, intake, mediation coordination; and Train students to become mediators and providing continuing education. Programs should also receive on-going technical assistance. Youth mediator programs should have immediately positive impact on conflict and be sustainable.

Opportunities — Young people need substantial opportunities to be mediators in the places they spend the most time, including at home, in schools and throughout their communities. They also need real adult allies who stand with them for mediation, and support from government agencies, law enforcement and others.

Youth/Adult Partnerships — Real youth/adult partnerships engage young people and adults in equitable relationships that can build the power, purpose and potential of youth mediators. Through transparency, communication, mutual investment and meaningful involvement, young people and adults can transform community culture for the better.

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Other tools are out there, too – share your thoughts in the comments below! For more information about how Freechild Institute can support youth+ social change through youth mediators in your community or organization, contact us.