YDEV 501

  A Letter to Teachers: On Teaching Love and Learning Freedom - " In part, they miss the mark because classroom management is not a technical or a mechanical skill; it is deeply relational, human work" ( A Letter to Teachers: On Teaching Love and Learning Freedom) . This mention is the letter really set the tone for what would be explored in the letter by Carla. As shared classroom management tools have been around for decades and remain the same. What speaks to me is the simplicity of knowing that educators work with humans; therefore, human work that would require "relationship" is not a reality that should be far. I find in even my education journey that robotic approaches from educators have always created limitations to what can be achieved as a student body. The simple approach of care, love, are the "out of the book" skills that leave positive impact in a student's experience. I believe this is what set's apart youth work from education. In...

AT OUR BEST INTRODUCTION -  This reading encourages collaboration between adults and children in after-school activities, promoting trust, respect, and active engagement in education. Adults should act as facilitators, fostering an inclusive culture and fostering supportive youth-adult partnerships for collective development and student empowerment. Youth-adult partnerships are intriguing, particularly in authentic decision-making, where young people actively participate in life-impacting decisions, allowing them to discuss and deliberate alongside those in power. This concept exemplifies standing with the youth and supporting them as allies.  PROFILES, KEY MOMENTS AND A CONTINUUM OF 'YOUTH-LED PARTICIPATION - Chapter 8 discusses how young people are becoming community leaders through activism and social justice. It highlights Youth in Action's personalization program, which provides tools, resources, and community connections. The program values open communication between yo...

  Chillaxin - After this reading it was an interesting account of the New Urban Arts as a program, space, and interactions. Reading about social produced anxiety among the youth and its complexity was an interesting insight. I found Laura's account of her "childhood finishing up" to be impactful. The thought, questions, and pressure of this assumed "limited time" as a youth. This made me think how confusing this social pressure can be as adults typically are the ones that declare that "youth are the future"; "you are young, you only live once", etc., yet time feels limited. It contradicts itself and sends a confusing messaging.  I wonder if the timeline set in our educational journey too linear. The idea of one size fits all, when some might be "wanderers". This almost relates to how New Urban Arts appears as a high-impact program. The need to produce certain outcomes and have evidence inevitably causes pressure on students. Result...