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‘Be urself’: meet the teens creating a generation gap in music | Music | The Guardian
"Instead of radio or the music press, today’s teens are discovering songs in the background of YouTube videos – creating a new breed of superstars unknown to adults"



"It is a disconcerting experience to look at your tweenage daughter’s Spotify playlists and realise that you have never heard of any of the artists. You may be aware of young stars who are hitting the charts, such as Billie Eilish, Khalid and Lauv, but what about Clairo, Khai Dreams, Beabadoobee, Girl in Red, Oohyo, Mxmtoon, Eli, Sundial and Conan Gray?

I would love to tell you that my daughter discovered them because she is a restless musical adventurer, dedicated to digging out obscurities from the cutting edge of rock and pop, but she isn’t. She is just doing what millions of other teens and tweens seem to be doing.

You can tell from the streaming figures. Girl in Red’s biggest tracks have been streamed 9m times, Khai Dreams’ 13m times. A video for Clairo’s Pretty Girl has racked up more than 30m YouTube views in the past 18 months: it consists of Clairo sitting on her bed wearing earbuds, miming into the webcam on her laptop while trying on a succession of sunglasses.

These figures obviously would not give Ariana Grande sleepless nights, but they seem remarkable given that these artists have virtually no media profile, no radio play, most don’t seem to have a record deal and they barely give interviews. A Google search reveals that Girl in Red is a gay 20-year-old from Norway who sometimes posts one-line explanations of what her songs are about (“Don’t fall in love with a straight girl”; “Be urself”; “Sad lol”) and that Clairo – real name Claire Cottrill – has juvenile rheumatoid arthritis and caused a degree of online controversy when it was discovered that her father was a marketing executive with connections to the music business, leading to false accusations that she wasn’t a DIY artist at all but an “industry plant”. But that’s about it.

“I think a lot of the artists making this music are really young,” says Josh Edwards, an A&R who has been keeping a close watch: he manages Dodie, an artist who went from posting videos online to the Top 10. “The music they’re making is very much online, and there’s a feeling that if you put too much of yourself out there on the internet it can be quite dangerous.”

For want of a better name, you might call it underground bedroom pop, an alternate musical universe that feels like a manifestation of a generation gap: big with teenagers – particularly girls – and invisible to anyone over the age of 20, because it exists largely in an online world that tweens and teens find easy to navigate, but anyone older finds baffling or risible. It doesn’t need Radio 1 or what is left of the music press to become popular because it exists in a self-contained community of YouTube videos and influencers; some bedroom pop artists found their music spread thanks to its use in the background of makeup tutorials or “aesthetic” videos, the latter a phenomenon whereby vloggers post atmospheric videos of, well, aesthetically pleasing things.

“There’s a culture that exists with people on the internet to help others exist on the internet,” says Edwards. “It’s not: ‘You scratch my back and I’ll scratch yours’, more: ‘I like this thing, I’ll share it.’ You get people such as Emma Chamberlain [an American YouTuber with 7m followers], who recommends songs in videos and has a playlist on Spotify. People like that seem to able to deep dive better than anybody I’ve ever known. Or this music comes up as a recommended video if you’re watching similar things on YouTube. It’s very accessible, and a lot of the songs are really short so you can consume loads of them in a short space of time.”

You would struggle to call it a scene exactly, but it is definitely bound by a loose aesthetic. It is richly melodic, but lo-fi and home-recorded. As with Eilish’s early releases, you can hear the influence of Lana Del Rey and hip-hop; more bizarrely, it occasionally sounds not unlike the kind of indie music that Sarah Records might have released in the late 80s.

Its lyrics tend to be intimate and relevant to its audience – heartbreak, sexuality, depression, confusion – and it feels raw and unmediated, untainted by the machinations of the music industry. In fact, it is hard not to see its rise in popularity as a reaction to what Jamie Oborne, the founder of Dirty Hit – the label that brought us the 1975 and Wolf Alice, and which recently signed Bea Kristi (Beabadoobee) – calls “music that’s been A&Red and styled to death”: an audience that are regularly, snottily derided as mindless sheep who will listen to anything marketed at them, ignoring whatever the music industry has decided is relatable to them and taking matters into their own hands.

“I’m not surprised at all,” says Oborne. “It’s the same as Billie Eilish: she’s a positive role model, she’s not sexualised, she’s not talking bullshit 24/7, she’s not just putting out … pollution. With Bea, at our first meeting, I said: ‘We’re not doing anything except what she wants to do.’ She’s teaching us all how to market her music.”

A video shot at Beabadoobee’s first live show and subsequently posted to her Instagram seems to speak volumes. Kristi is being mobbed by fans who look exactly like her: if you hadn’t seen a photo of her in advance, you’d find it impossible to pick out the artist from her audience. Somewhere at the side of the crowd lurks a male figure. It is her labelmate Matty Healy, passing virtually unnoticed: a pop star with three platinum albums and a fistful of Brits being ignored in favour of a girl still at school, who last year posted a muffled recording a friend had made of Coffee – the first song she ever wrote – on Spotify and Bandcamp, and watched as the streaming figures went nuts after “someone put it on a YouTube video”.

“I actually don’t know why it was successful,” says Kristi, who wrote Coffee under the influence of Daniel Johnston and Mazzy Star. “I like to think it’s because it’s something raw. I had no experience, no clue – it’s just me and my guitar and my friend Haresh whistling, recorded on a shitty mic. I feel like something raw touches people more.” She was “kind of off” when record labels started approaching her, but eventually signed with Dirty Hit – which recently released her EP Patched Up – because “they allowed me to do whatever I want”.

Edwards isn’t sure how many artists will follow that path, saying they are, instead, “self-funding, making their own way”. Still, he says, it probably won’t be too long before a record label tries to manufacture a new pop artist with a lo-fi aesthetic; when a real, rather than imagined, “industry plant” appears. “There are parts of what this bedroom pop world is doing that mainstream pop currently can’t, because it’s about limited resources, about being organic, not too overproduced or prim and proper. Of course,” he laughs, “that doesn’t necessarily mean there isn’t a time when mainstream pop won’t give it a go.”"
diy  music  youtube  youth  teens  communication  children  community  2019  aesthetics 
5 days ago by robertogreco
Generation Z: Who They Are, in Their Own Words - The New York Times
[See also, the interactive feature:

"What is it like to be part of the group that has been called the most diverse generation in U.S. history? We asked members of Generation Z to tell us what makes them different from their friends, and to describe their identity. Here's what they had to say."

https://www.nytimes.com/interactive/2019/us/generation-z.html ]

"They’re the most diverse generation in American history, and they’re celebrating their untraditional views on gender and identity.

Melissa Auh Krukar is the daughter of a South Korean immigrant father and a Hispanic mother, but she refuses to check “Hispanic” or “Asian” on government forms.

“I try to mark ‘unspecified’ or ‘other’ as a form of resistance,” said Melissa, 23, a preschool teacher in Albuquerque. “I don’t want to be in a box.”

Erik Franze, 20, is a white man, but rather than leave it at that, he includes his preferred pronouns, “he/him/his,” on his email signature to respectfully acknowledge the different gender identities of his peers.

And Shanaya Stephenson, 23, is the daughter of immigrants from Jamaica and Guyana, but she intentionally describes herself as a “pansexual black womxn.”

“I don’t see womanhood as a foil to maleness,” she said.

All three are members of what demographers are calling Generation Z: the postmillennial group of Americans for whom words like “intersectionality” feel as natural as applying filters to photos on Instagram.

Born after 1995, they’re the most diverse generation ever, according to United States census data. One in four is Hispanic, and 6 percent are Asian, according to studies led by the Pew Research Center. Fourteen percent are African-American.

And that racial and ethnic diversity is expected to increase over time, with the United States becoming majority nonwhite in less than a decade, according to Census Bureau projections.

Along with that historic diversity, members of the generation also possess untraditional views about identity.

The New York Times asked members of Generation Z to describe, in their own words, their gender and race as well as what made them different from their friends. Thousands replied with answers similar to those of Melissa, Erik and Shanaya.

“It’s a generational thing,” said Melissa, the preschool teacher. “We have the tools and language to understand identity in ways our parents never really thought about.”

More than 68 million Americans belong to Generation Z, according to 2017 survey data from the Census Bureau, a share larger than the millennials’ and second only to that of the baby boomers. Taking the pulse of any generation is complicated, but especially one of this size.

Generation Z came of age just as the Black Lives Matter movement was cresting, and they are far more comfortable with shifting views of identity than older generations have been.

More than one-third of Generation Z said they knew someone who preferred to be addressed using gender-neutral pronouns, a recent study by the Pew Research Center found, compared with 12 percent of baby boomers.

“Identity is something that can change, like politics,” said Elias Tzoc-Pacheco, 17, a high school senior in Ohio who was born in Guatemala. “That’s a belief shared by a lot of my generation.”

Last summer, Elias began identifying as bisexual. He told his family and friends, but he does not like using the term “come out” to describe the experience, because he and his friends use myriad sexual identities to describe themselves already, he said.

Elias said he defies other expectations as well. He goes to church every day, leans conservative on the issue of abortion and supports unions, he said. He has campaigned for both Democrats and Republicans.

His bipartisan political activism, he said, was a natural outcome of growing up in a world where identity can be as varied as a musical playlist.

This is also the generation for whom tech devices, apps and social media have been ubiquitous throughout their lives. A Pew study last year found that nearly half of all Americans aged 13 to 17 said they were online “almost constantly,” and more than 90 percent used social media.

Wyatt Hale, a high school junior in Bremerton, Wash., has few friends “in real life,” he said, but plenty around the world — Virginia, Norway, Italy — whom he frequently texts and talks to online.

Their friendships started out on YouTube. “I could tell you everything about them,” he said. “But not what they look like in day-to-day life.”"

["as the boomers and millennials fight to the death, gen x and gen z will snuggle up to talk top emotional feelings and best life practices and I am here for it!!"
https://twitter.com/Choire/status/1111248118694187009 ]
genz  generationz  edg  srg  2019  nytimes  interactive  identity  us  diversity  photography  socialmedia  instagram  internet  online  web  change  youth  race  sexuality  gender  demographics  identities  choiresicha  generations  millennials  geny  generationy  genx  generationx  babyboomers  boomers  classideas 
22 days ago by robertogreco
Social_Animals — Official Movie Website
[See also:
https://www.youtube.com/watch?v=s0X-XEcmmFc
https://www.instagram.com/social_animals/ ]

[via: https://twitter.com/mattthomas/status/1105495955988795392 ]

"A daredevil photographer, an aspiring swimsuit model, and a midwest girl next door are all looking for the same things from their Instagram account–a little love, acceptance and, of course, fame. And they’ll do just about anything to get it. With an observational eye Social Animals peeks into the digital and real worlds of today’s image-focused teenager, where followers, likes and comments mark success and self worth."

[See also:
https://variety.com/2018/film/news/instagram-star-documentary-social-animals-gravitas-ventures-1203078409/
https://www.theverge.com/2018/3/12/17105364/social-animals-documentary-teens-instagram-interview-sxsw-2018
https://www.hollywoodreporter.com/review/social-animals-1091000
https://theplaylist.net/social-animals-review-20180309/ ]
film  social  media  instagram  youth  teens  towatch  2018  2019  via:mattthomas  documentary  internet  srg  edg 
5 weeks ago by robertogreco
The Fight Over Football’s Future Is Now a Battle for California’s Soul - The Ringer
"So what will happen next? It’s possible that flag football will eventually displace tackle football among youth, and the numbers will go back up as we come to terms with the risks involved for those in high school and beyond; in fact, the case for youth flag football is increasingly being made by coaches and NFL veterans like John Madden and Drew Brees, who has said he won’t allow his own children to play tackle football until middle school. But without knowing how science might advance, or whether equipment might evolve, it’s also possible to imagine football becoming an increasingly regional sport that’s centered even more in the Southeast and is slowly de-emphasized on the West Coast. Within the past three years, Georgia has nearly overtaken California as the third-largest college football recruiting state in the country.

It’s easy to imagine football being played primarily by wealthy private schools or well-subsidized public schools that can afford to invest in the most expensive safety measures (and weather the changes in the insurance market), or by athletes from underprivileged communities who are seeking a way out. A school like Lowell, for instance, doesn’t need football to survive.

On the practice field, Danny Chan tells me that one of his best players sat out most of the year while in concussion protocol, citing this as proof that things aren’t the same as they used to be when all those 1960s and ’70s-era NFL players—whose brains wound up at Boston University—were in their prime. When that parent of his star running back pulled her child from football in 2017, Chan questioned why she didn’t lobby the city’s public schools to ban the sport altogether. Or do you only care about your own kid? he asked her.

This is the crux of the philosophical disagreement, one that bleeds into our modern political debate about paternalistic government overreach and the perceived existence of the “nanny state.” During my conversation with Archie, she points to car seats for children as an example of how our safety standards have evolved over time. And during my conversation with Rafter, he brings up car seats as a way of pointing out that we’ve adapted to modern standards without outlawing driving altogether. So whose responsibility is it to mitigate that risk, and how far should we go in mandating these safety measures? And what do we lose in making these choices?

“Football, in particular, offers communities things of value,” Rafter says. “It’s hard to measure, except through stories and testimonials. I can’t put it in a medical or scientific document. Nobody’s allowing us to have that conversation. But that’s a piece that would be a huge loss, in the worst-case scenario, in the state of California.”

The question, then, is whether you believe that those stories and testimonials depend on the existence of football, or that you feel they’re merely an echo of the communities themselves. Maybe football will someday reinvent itself in a progressive manner, the way it did at the turn of the 20th century. Maybe our cultural and scientific progress as a society means that we should eventually leave it behind. All those years ago, when Stanford and Cal dropped football in favor of rugby, Roberta J. Park wrote that the school’s presidents presumed they were promoting a safer game. But Park also made another, more curious observation: The games we play don’t really influence our morality. They just reflect who we are."
california  sports  football  americanfootball  2019  children  youth  teens  brain  health  rugby  history  athletics  parenting  activism  sanfrancisco  georgia  texas  florida 
12 weeks ago by robertogreco
The Optimistic Activists for a Green New Deal: Inside the Youth-Led Singing Sunrise Movement | The New Yorker
"Sunrise, founded a year and a half ago by a dozen or so twentysomethings, began its campaign for the Green New Deal last month, when two hundred activists occupied Nancy Pelosi’s office a week after the midterm elections. The movement has allied with the incoming congresswoman Alexandria Ocasio-Cortez, who joined them outside Pelosi’s office (and whose run for Congress was inspired, in part, by her participation in the anti-pipeline protests at Standing Rock), and Justice Democrats, the progressive campaign incubator started by former staffers of Bernie Sanders. As the Republican-led government has forced more established environmental organizations into defensive positions, Sunrise has established itself as the dominant influence on the environmental policy of the Democratic Party’s young, progressive wing.

Just as the March for Our Lives has changed gun-control activism from a movement of grieving parents to one led by students, Sunrise is part of a generational shift in the environmental movement. For years, rhetoric about climate change has invoked the future generations who will have to live with the flooding, storms, droughts, diseases, and food shortages of a warmer world. The young people of Sunrise are telling lawmakers that the future is here: they are the children in question, and the consequences of climate change are affecting them now. And, like other activist movements of their generation, they see their cause as inseparable from the broader issues of economic and social inequality. In a proposal that Ocasio-Cortez has circulated in Congress, she describes the Green New Deal as “a historic opportunity to virtually eliminate poverty in the United States.”

Inside Luther Place Memorial Church, cheers erupted as activists unfurled a yellow and black “green new deal now” banner from the balcony. The crowd hushed as the first speaker, Varshini Prakash, came to the microphone. Prakash, who is five feet tall and has long curly hair, is one of Sunrise’s co-founders. She later told me that a highlight of her activism career was when she participated in a musical disruption of a Trump Administration panel at the United Nations climate conference in Bonn, in 2017, and a story about it trended on Reddit.

“We’re going to kick things off the way we always do,” Prakash said, “raising our voices in unison in song.” Part of what makes the Sunrise Movement’s activists seem so optimistic is that they conduct most of their protests while singing. Their ranks did not conform to the dour stereotype of an environmental movement composed of white-upper-middle-class Appalachian Mountain Club members. I spoke to Sunrise members whose families had roots in India, Iran, Croatia, Mexico, and working-class neighborhoods in American cities. There were some students in Carhartts and beanies, who looked like they might go camping, but one young person standing near me wore a Sisters sweatshirt, the brand started by the YouTube makeup artist James Charles, who is the first male spokesperson for CoverGirl. Sunrise’s principles include: “We are Americans from all walks of life,” “We are nonviolent in word and deed,” and “We shine bright.” The dominant culture is cheerfulness.

After leading the group in a song called “We’re Going to Rise Up,” Prakash introduced herself. She is from a town outside of Boston, but her grandparents are from southern India, and she told the story of a flood that hit their city, Chennai, in late 2015, when the region experienced its highest rainfall in a hundred years. This was typical of Sunrise members, who tend not to talk about starving polar bears, melting ice caps, or ocean acidification. Instead, they talk of family members who have lost their homes to floods or fires, young relatives who have asthma, or beloved landscapes that have been degraded or destroyed in the spans of their short lifetimes. (Another movement principle: “We tell our stories and we honor each other’s stories.”)

“I think no one should have to live in fear of losing the people that they love or the places that they call home due to crises that are preventable,” Prakash told the crowd. “My nightmares are full of starving children and land that is too sick to bear food, of water that poisons that which it should heal, and of seas that are ever more creeping on our shores,” she continued. “But my dreams are also full of a rising tide of people who see the world for what it is, people who see the greed and selfishness of wealthy men, of fossil-fuel billionaires who plunder our earth for profit.” The young people cheered.

Many of Sunrise’s founders met through the fossil-fuel divestment movement, but they tend to cite inspirations from outside environmentalism. Prakash named Occupy Wall Street, the Movement for Black Lives, and youth-led immigration-justice organizations such as United We Dream and Cosecha. Like the March for Our Lives, Sunrise has told a story of a corrupt political process, where oil and gas billionaires like the Koch brothers have helped direct governmental policies. Also like March for Our Lives, Sunrise has focussed on the development of clear, nonpartisan policy goals. Its members are working within existing political structures, pressuring politicians to take more active stances on the issue of climate change and to reject donations from fossil-fuel entities, and getting out the youth vote.

“Our strategy for 2019 is going to be continuing this momentum to build the people power and the political power to make a Green New Deal a political inevitability in America,” Prakash told me. “In 2020, we, along with our partners, are going to be attempting to build the largest youth political force this country has ever seen.” The movement has received support from established environmental organizations, including the Sierra Club and 350.org, but a spokesperson for Sunrise, Stephen O’Hanlon, said the assistance has been primarily non-financial. He added that the organization has raised less than a million dollars since it was started, from a mix of grants from foundations and grassroots donors."



"On Tuesday morning, the day after the protest in Washington, I met with four of the Sunrise Movement’s co-founders at a bakery near Washington’s Union Station. They had ended the previous day with a small party at the office of 350.org. The office of Ayanna Pressley, the newly elected Justice Democrats–endorsed representative from Massachusetts, had sent pizzas.

Over oatmeal and coffee, they told me about their personal awakenings about climate change. Sara Blazevic, who is twenty-five and from New York City, went on a volunteer trip to New Orleans in the aftermath of Hurricane Katrina, when she was sixteen. Victoria Fernandez, who is also twenty-five and from California, talked about how unseasonable rains had affected business at the tennis shop her father owns, in the Bay Area. Evan Weber, who is twenty-seven and grew up in Hawaii, told me that the beaches he had played on as a child in Oahu have since been washed away. Stephen O’Hanlon, twenty-three, who is from outside of Philadelphia, had witnessed the effects of mountaintop removal on a trip to Appalachia organized by a college group.

In late 2015 and early 2016, Prakash and Blazevic, who knew each other from the fossil-fuel divestment campaigns they had led in college, began connecting with other youth climate activists to discuss how they might form a more effective movement. They saw how Bernie Sanders had helped spark a new political energy among their peers, who were suddenly inspired to see their student debt and poor job prospects in more political terms. For Blazevic, the moment of clarity came in December, 2015, when she read remarks from Sanders in which he used the phrase “fossil-fuel billionaires.”

“I remember being, like, ‘That is it, why are we not talking about the fossil-fuel billionaires in the climate movement?” she recalled. “I just remember feeling like this is the story that we should be telling in the climate movement. We should be talking about the people who are most responsible for this crisis, and naming names of the Rex Tillersons of the world instead of doing what the climate movement had been doing for a while, which was, at least, in my corner of it, getting lost in conflicts with college administrators over small pools of money.”

Their first meeting, in July, 2016, was in the Neighborhood Preservation Center in New York City. They agreed that they wanted to propose solutions to the climate crisis that match its magnitude. Since climate change disproportionately affects poor communities of color, they agreed that racial and economic justice had to be considered in any solution to climate change they proposed.

They arranged to meet once a month for the next nine months, renting houses or staying with volunteers in a different location each time. They went to an Amish farm in Pennsylvania, to Delaware, to Virginia. Their numbers grew to a dozen people.

They studied the wins and the losses of the climate movement in its forty-year history. They read books about how other mass movements had grown viral and gone to scale—Fernandez fished out a waterlogged copy of the book “Rules for Revolutionaries” to give me one example. Others: “Reinventing Organizations,” by Frederic Laloux; “Where Do We Go from Here,” by Martin Luther King, Jr.; “This Is an Uprising,” by Mark and Paul Engler. Several of their members had attended a workshop at a social-movement training institute called Momentum, where they had studied how to effectively combine structured organizing with mass protest.

The idea was to build a movement that people would join to feel a part of some larger history. “In the Bernie moment, I was seeing so many young people who were, like, ‘I would drop everything to be a part of the political revolution,’ ” Blazevic said. “After the primary ended in their states, … [more]
emilywitt  optimism  greennewdeal  climatechange  climate  storytelling  alexandriaocasio-cortez  varshiniprakash  diversity  activism  climatejustice  politics  youth  grassroots  immigration  migration  closetohome  ows  occupywallstreet  blacklivesmatter  environment  sustainability  democrats 
december 2018 by robertogreco
The Stories We Were Told about Education Technology (2018)
"It’s been quite a year for education news, not that you’d know that by listening to much of the ed-tech industry (press). Subsidized by the Chan Zuckerberg Initiative, some publications have repeatedly run overtly and covertly sponsored articles that hawk the future of learning as “personalized,” as focused on “the whole child.” Some of these attempt to stretch a contemporary high-tech vision of social emotional surveillance so it can map onto a strange vision of progressive education, overlooking no doubt how the history of progressive education has so often been intertwined with race science and eugenics.

Meanwhile this year, immigrant, refugee children at the United States border were separated from their parents and kept in cages, deprived of legal counsel, deprived of access to education, deprived in some cases of water.

“Whole child” and cages – it’s hardly the only jarring juxtaposition I could point to.

2018 was another year of #MeToo, when revelations about sexual assault and sexual harassment shook almost every section of society – the media and the tech industries, unsurprisingly, but the education sector as well – higher ed, K–12, and non-profits alike, as well school sports all saw major and devastating reports about cultures and patterns of sexual violence. These behaviors were, once again, part of the hearings and debates about a Supreme Court Justice nominee – a sickening deja vu not only for those of us that remember Anita Hill ’s testimony decades ago but for those of us who have experienced something similar at the hands of powerful people. And on and on and on.

And yet the education/technology industry (press) kept up with its rosy repetition that social equality is surely its priority, a product feature even – that VR, for example, a technology it has for so long promised is “on the horizon,” is poised to help everyone, particularly teachers and students, become more empathetic. Meanwhile, the founder of Oculus Rift is now selling surveillance technology for a virtual border wall between the US and Mexico.

2018 was a year in which public school teachers all over the US rose up in protest over pay, working conditions, and funding, striking in red states like West Virginia, Kentucky, and Oklahoma despite an anti-union ruling by the Supreme Court.

And yet the education/technology industry (press) was wowed by teacher influencers and teacher PD on Instagram, touting the promise for more income via a side-hustle like tutoring rather by structural or institutional agitation. Don’t worry, teachers. Robots won’t replace you, the press repeatedly said. Unsaid: robots will just de-professionalize, outsource, or privatize the work. Or, as the AI makers like to say, robots will make us all work harder (and no doubt, with no unions, cheaper).

2018 was a year of ongoing and increased hate speech and bullying – racism and anti-Semitism – on campuses and online.

And yet the education/technology industry (press) still maintained that blockchain would surely revolutionize the transcript and help insure that no one lies about who they are or what they know. Blockchain would enhance “smart spending” and teach financial literacy, the ed-tech industry (press) insisted, never once mentioning the deep entanglements between anti-Semitism and the alt-right and blockchain (specifically Bitcoin) backers.

2018 was a year in which hate and misinformation, magnified and spread by technology giants, continued to plague the world. Their algorithmic recommendation engines peddled conspiracy theories (to kids, to teens, to adults). “YouTube, the Great Radicalizer” as sociologist Zeynep Tufekci put it in a NYT op-ed.

And yet the education/technology industry (press) still talked about YouTube as the future of education, cheerfully highlighting (that is, spreading) its viral bullshit. Folks still retyped the press releases Google issued and retyped the press releases Facebook issued, lauding these companies’ (and their founders’) efforts to reshape the curriculum and reshape the classroom.

This is the ninth year that I’ve reviewed the stories we’re being told about education technology. Typically, this has been a ten (or more) part series. But I just can’t do it any more. Some people think it’s hilarious that I’m ed-tech’s Cassandra, but it’s not funny at all. It’s depressing, and it’s painful. And no one fucking listens.

If I look back at what I’ve written in previous years, I feel like I’ve already covered everything I could say about 2018. Hell, I’ve already written about the whole notion of the “zombie idea” in ed-tech – that bad ideas never seem to go away, that just get rebranded and repackaged. I’ve written about misinformation and ed-tech (and ed-tech as misinformation). I’ve written about the innovation gospel that makes people pitch dangerously bad ideas like “Uber for education” or “Alexa for babysitting.” I’ve written about the tech industry’s attempts to reshape the school system as its personal job training provider. I’ve written about the promise to “rethink the transcript” and to “revolutionize credentialing.” I’ve written about outsourcing and online education. I’ve written about coding bootcamps as the “new” for-profit higher ed, with all the exploitation that entails. I’ve written about the dangers of data collection and data analysis, about the loss of privacy and the lack of security.

And yet here we are, with Mark Zuckerberg – education philanthropist and investor – blinking before Congress, promising that AI will fix everything, while the biased algorithms keep churning out bias, while the education/technology industry (press) continues to be so blinded by “disruption” it doesn’t notice (or care) what’s happened to desegregation, and with so many data breaches and privacy gaffes that they barely make headlines anymore.

Folks. I’m done.

I’m also writing a book, and frankly that’s where my time and energy is going.

There is some delicious irony, I suppose, in the fact that there isn’t much that’s interesting or “innovative” to talk about in ed-tech, particularly since industry folks want to sell us on the story that tech is moving faster than it’s ever moved before, so fast in fact that the ol’ factory model school system simply cannot keep up.

I’ve always considered these year-in-review articles to be mini-histories of sorts – history of the very, very recent past. Now, instead, I plan to spend my time taking a longer, deeper look at the history of education technology, with particular attention for the next few months, as the title of my book suggests, to teaching machines – to the promises that machines will augment, automate, standardize, and individualize instruction. My focus is on the teaching machines of the mid-twentieth century, but clearly there are echoes – echoes of behaviorism and personalization, namely – still today.

In his 1954 book La Technique (published in English a decade later as The Technological Society), the sociologist Jacques Ellul observes how education had become oriented towards creating technicians, less interested in intellectual development than in personality development – a new “psychopedagogy” that he links to Maria Montessori. “The human brain must be made to conform to the much more advanced brain of the machine,” Ellul writes. “And education will no longer be an unpredictable and exciting adventure in human enlightenment , but an exercise in conformity and apprenticeship to whatever gadgetry is useful in a technical world.” I believe today we call this "social emotional learning" and once again (and so insistently by the ed-tech press and its billionaire backers), Montessori’s name is invoked as the key to preparing students for their place in the technological society.

Despite scant evidence in support of the psychopedagogies of mindsets, mindfulness, wellness, and grit, the ed-tech industry (press) markets these as solutions to racial and gender inequality (among other things), as the psychotechnologies of personalization are now increasingly intertwined not just with surveillance and with behavioral data analytics, but with genomics as well. “Why Progressives Should Embrace the Genetics of Education,” a NYT op-ed piece argued in July, perhaps forgetting that education’s progressives (including Montessori) have been down this path before.

This is the only good grit:

[image of Gritty]

If I were writing a lengthier series on the year in ed-tech, I’d spend much more time talking about the promises made about personalization and social emotional learning. I’ll just note here that the most important “innovator” in this area this year (other than Gritty) was surely the e-cigarette maker Juul, which offered a mindfulness curriculum to schools – offered them the curriculum and $20,000, that is – to talk about vaping. “‘The message: Our thoughts are powerful and can set action in motion,’ the lesson plan states.”

The most important event in ed-tech this year might have occurred on February 14, when a gunman opened fire on his former classmates at Marjory Stone Douglas High School in Parkland, Florida, killing 17 students and staff and injuring 17 others. (I chose this particular school shooting because of the student activism it unleashed.)

Oh, I know, I know – school shootings and school security aren’t ed-tech, ed-tech evangelists have long tried to insist, an argument I’ve heard far too often. But this year – the worst year on record for school shootings (according to some calculations) – I think that argument started to shift a bit. Perhaps because there’s clearly a lot of money to be made in selling schools “security” products and services: shooting simulation software, facial recognition technology, metal detectors, cameras, social media surveillance software, panic buttons, clear backpacks, bulletproof backpacks, … [more]
audreywatters  education  technology  edtech  2018  surveillance  privacy  personalization  progressive  schools  quantification  gamification  wholechild  montessori  mariamontessori  eugenics  psychology  siliconvalley  history  venturecapital  highereducation  highered  guns  gunviolence  children  youth  teens  shootings  money  influence  policy  politics  society  economics  capitalism  mindfulness  juul  marketing  gritty  innovation  genetics  psychotechnologies  gender  race  racism  sexism  research  socialemotional  psychopedagogy  pedagogy  teaching  howweteach  learning  howwelearn  teachingmachines  nonprofits  nonprofit  media  journalism  access  donaldtrump  bias  algorithms  facebook  amazon  disruption  data  bigdata  security  jacquesellul  sociology  activism  sel  socialemotionallearning 
december 2018 by robertogreco
Opinion | The Misguided Priorities of Our Educational System - The New York Times
"Consider two high school seniors — one who exhibits strong academic talent and one who does not. For one, December marks the homestretch of a yearslong effort, intensively supported by his school, to prepare the perfect college application. For the other, December is just another month on the path to, well, whatever might come after graduation. The former will likely proceed steadily toward a bachelor’s degree; the latter is unlikely to finish college if he enrolls at all. To whom does our education system owe what?

That second student, to be clear, has done nothing wrong. He probably clawed his way through his town’s standard college-oriented curriculum, though it neither targeted his interests and abilities nor prepared him for work force success. Looking ahead, he faces a labor market in which he may need to work harder than his college-bound counterpart for lower pay, with fewer options and slower advancement. Yet we celebrate the first student and lavish taxpayer funds on his education. To the second student, we offer little beyond a sympathetic “Sorry.” Our education system has become one of our nation’s most regressive institutions.

After high school graduation, the first student can access more than $10,000 annually in public funds to support his college experience. Federal funding for higher education has grown by 133 percent in the past 30 years; combined with tax breaks, loan subsidies and state-level funding, the annual total exceeds $150 billion. That funding will cover not only genuine instructional costs, but also state-of-the-art gyms, psychiatric and career counseling services, and whatever social programming the student-life bureaucracy can conceive. At Ohio State, students living off campus get free fire alarms.

The second graduate likely gets nothing. Annual federal funding for a non-college, vocational pathway, at both the high school and postsecondary levels, totals $1 billion. Certainly, he will need to buy his own fire alarm.

One explanation for this bizarre state of affairs, in which society invests heavily in those headed for economic success while ignoring those falling behind, is the widespread belief that everyone can be a college graduate. If that were true, the shove toward the college pipeline might make sense.

But most young Americans do not achieve even a community-college degree. Federal data show that fewer than one in five students smoothly navigate the high school to college to career pathway. More students fail to complete high school on time, more fail to move on from high school to college, and more drop out of college. Forty years of reform, accompanied by a doubling of per pupil spending, has failed to improve this picture. Standardized test scores haven’t budged. SAT scores have declined. More students enroll in college, but the share of 25-year-olds with a bachelor’s degree did not increase from 1995 to 2015, and it stands barely above the 1975 level.

A second explanation is the widespread belief that a college diploma is a necessary and sufficient “ticket to the middle class.” If that were true, even a small chance at escaping the supposedly sad fate of inadequate education is better than ever admitting defeat.

But while the median college graduate earns more than the median high school graduate, those workers are not the same person — indeed, they are likely people with very different academic prospects. Look instead at the wage distributions for more comparable samples: those with earnings toward the high end for workers with only high school degrees and those at the low end among college graduates. The federal Bureau of Labor Statistics reports that high school grads with above-average earnings (50th to 90th percentile) earn $34,000 to $70,000 annually. College grads with below-average earnings (10th to 50th percentile) earn $28,000 to $58,000.

Pushing people from the former category to attend college and land in the latter category does them few favors. And remember, that assumes they graduate; people in their position typically will not. Remember also, those are the outcomes before we attempt to create an attractive non-college pathway that they might prefer and that might equip them for success.

What might such a pathway look like? For the roughly $100,000 that the public spends to carry many students through high school and college today, we could offer instead two years of traditional high school, a third year that splits time between a sophisticated vocational program and a subsidized internship, two more years split between subsidized work and employer-sponsored training, and a savings account with $25,000, perhaps for future training. Any American could have, at age 20, three years of work experience, an industry credential and earnings in the bank.

To reverse the system’s regressive nature, we should shift our college subsidies toward funding this new pathway. The burden of financing a college education remains manageable for those who actually graduate and use their degrees. They will still be the economy’s winners, even while paying off loans. That some young Americans assume unaffordable debts is not an argument for yet more spending on college, but rather a reminder that its value proposition can prove to be a poor one.

For student borrowers unlikely to graduate, the current subsidies succeed mainly in luring them toward a substantial investment of time and money that is both high-risk and low-return. If a good alternative existed, they would be well served to take it. Certainly, the choice should remain theirs. But to decide wisely whether college is worth the cost, they need to actually face the cost.

People often applaud vocational education in theory, provided it is “for someone else’s kids.” Those kids are most kids, and a false promise of college success does more harm than good. We owe them our focus and the best pathway that we can construct — one that carries them as close as possible to the destination their college-bound peers will reach, and sometimes beyond."
orencass  education  vocational  colleges  collegprep  universities  schooliness  academia  inequality  advising  youth  children  economics  training  income  highered  highereducation  risk  careers  unschooling  deschooling  studentloans  society 
december 2018 by robertogreco
The Relentlessness of Modern Parenting - The New York Times
"Experts agree that investing in children is a positive thing — they benefit from time with their parents, stimulating activities and supportive parenting styles. As low-income parents have increased the time they spend teaching and reading to their children, the readiness gap between kindergarten students from rich and poor families has shrunk. As parental supervision has increased, most serious crimes against children have declined significantly.

But it’s also unclear how much of children’s success is actually determined by parenting.

“It’s still an open question whether it’s the parenting practices themselves that are making the difference, or is it simply growing up with college-educated parents in an environment that’s richer in many dimensions?” said Liana Sayer, a sociologist at the University of Maryland and director of the Time Use Laboratory there. “I don’t think any of these studies so far have been able to answer whether these kids would be doing well as adults regardless, simply because of resources.”

There has been a growing movement against the relentlessness of modern-day parenting. Utah passed a free-range parenting law, exempting parents from accusations of neglect if they let their children play or commute unattended.

Psychologists and others have raised alarms about children’s high levels of stress and dependence on their parents, and the need to develop independence, self-reliance and grit. Research has shown that children with hyper-involved parents have more anxiety and less satisfaction with life, and that when children play unsupervised, they build social skills, emotional maturity and executive function.

Parents, particularly mothers, feel stress, exhaustion and guilt at the demands of parenting this way, especially while holding a job. American time use diaries show that the time women spend parenting comes at the expense of sleep, time alone with their partners and friends, leisure time and housework. Some pause their careers or choose not to have children. Others, like Ms. Sentilles, live in a state of anxiety. She doesn’t want to hover, she said. But trying to oversee homework, limit screen time and attend to Isaac’s needs, she feels no choice.

“At any given moment, everything could just fall apart,” she said.

“On the one hand, I love my work,” she said. “But the way it’s structured in this country, where there’s not really child care and there’s this sense that something is wrong with you if you aren’t with your children every second when you’re not at work? It isn’t what I think feminists thought they were signing up for.”"
parenting  helicopterparents  anxiety  stress  surveillance  children  inequality  2018  schools  schooliness  glvo  hovering  capitalism  economics  freedom  free-rangeparenting  unschooling  deschooling  learning  youth  psychology  society  attention  helicopterparenting 
december 2018 by robertogreco
Greta Thunberg full speech at UN Climate Change COP24 Conference - YouTube
[See also:
https://grist.org/article/call-the-cops-this-swedish-teenager-just-wrecked-u-n-climate-negotiators/
https://www.cnn.com/2018/12/16/world/greta-thunberg-cop24/index.html ]

"15 year old activist Greta Thunberg speaks truth to power at the UN COP24 climate talks:

"My name is Greta Thunberg. I am 15 years old. I am from Sweden.

I speak on behalf of Climate Justice Now.

Many people say that Sweden is just a small country and it doesn't matter what we do.

But I've learned you are never too small to make a difference.

And if a few children can get headlines all over the world just by not going to school, then imagine what we could all do together if we really wanted to. But to do that, we have to speak clearly, no matter how uncomfortable that may be.

You only speak of green eternal economic growth because you are too scared of being unpopular. You only talk about moving forward with the same bad ideas that got us into this mess, even when the only sensible thing to do is pull the emergency brake.

You are not mature enough to tell it like is. Even that burden you leave to us children. But I don't care about being popular. I care about climate justice and the living planet.

Our civilization is being sacrificed for the opportunity of a very small number of people to continue making enormous amounts of money.

Our biosphere is being sacrificed so that rich people in countries like mine can live in luxury. It is the sufferings of the many which pay for the luxuries of the few.

The year 2078, I will celebrate my 75th birthday. If I have children maybe they will spend that day with me. Maybe they will ask me about you. Maybe they will ask why you didn't do anything while there still was time to act.

You say you love your children above all else, and yet you are stealing their future in front of their very eyes.

Until you start focusing on what needs to be done rather than what is politically possible, there is no hope. We cannot solve a crisis without treating it as a crisis.

We need to keep the fossil fuels in the ground, and we need to focus on equity. And if solutions within the system are so impossible to find, maybe we should change the system itself.

We have not come here to beg world leaders to care. You have ignored us in the past and you will ignore us again.

We have run out of excuses and we are running out of time.

We have come here to let you know that change is coming, whether you like it or not. The real power belongs to the people.

Thank you.""
gretathunberg  climatechange  2018  sustainability  youth  sweden  change  globalarming  activism  civilization  crisis  flight  action  money  corruption  anthropocene  goodancestors  resistance  science  climatescience  hope 
december 2018 by robertogreco
School strike for climate - save the world by changing the rules | Greta Thunberg | TEDxStockholm - YouTube
"Greta Thunberg realized at a young age the lapse in what several climate experts were saying and in the actions that were being taken in society. The difference was so drastic in her opinion that she decided to take matters into her own hands. Greta is a 15-year-old Stockholm native who lives at home with her parents and sister Beata. She’s a 9th grader in Stockholm who enjoys spending her spare time riding Icelandic horses, spending time with her families two dogs, Moses and Roxy. She love animals and has a passion for books and science. At a young age, she became interested in the environment and convinced her family to adopt a sustainable lifestyle. This talk was given at a TEDx event using the TED conference format but independently organized by a local community."
gretathunberg  climatechange  2018  sustainability  youth  autism  aspergers  sweden  change  globalarming  activism  extinction  massextinction  equity  climatejustice  inequality  infrastructure  interconnected  crisis  flight  action  money  corruption  anthropocene  goodancestors  resistance  science  climatescience  hope 
december 2018 by robertogreco
Playing at City Building | MIT Architecture
"A century ago, American children regularly played at city building in schools and youth serving institutions. Much of this activity took the form of “junior republics” – miniature cities, states, and nations run by kids. With supervising adults in the background, the young officials made laws, took civil service exams, paid taxes, ran restaurants, printed newspapers, and role played other civic activities. This talk, which draws on my forthcoming book States of Childhood, explores the historical and contemporary significance of these participatory simulations. I'll argue that the history of the republic movement helps to make visible children’s widespread contributions to American city building, and how their varied contributions were rendered invisible through an earlier era’s discourse about simulation and play. I'll also discuss the republic movement's resonances with a range of contemporary techniques and technologies from role playing and gamification to virtual worlds and augmented reality games, and suggest how recent work in the history of computing and information technology is making available new bodies of theoretical and empirical research for scholars and practitioners seeking a “usable past.”

Playing at City Building
A century ago, American children regularly played at city building in schools and youth serving institutions. Much of this activity took the form of “junior republics” – miniature cities, states, and nations run by kids. With supervising adults in the background, the young officials made laws, took civil service exams, paid taxes, ran restaurants, printed newspapers, and role played other civic activities. This talk, which draws on my forthcoming book States of Childhood, explores the historical and contemporary significance of these participatory simulations. I'll argue that the history of the republic movement helps to make visible children’s widespread contributions to American city building, and how their varied contributions were rendered invisible through an earlier era’s discourse about simulation and play. I'll also discuss the republic movement's resonances with a range of contemporary techniques and technologies from role playing and gamification to virtual worlds and augmented reality games, and suggest how recent work in the history of computing and information technology is making available new bodies of theoretical and empirical research for scholars and practitioners seeking a “usable past.”

Jennifer Light

Director of the Program in Science, Technology, and Society; Bern Dibner Professor of the History of Science and Technology; Professor of Urban Studies and Planning
Jen Light’s eclectic interests span the history of science and technology in America over the past 150 years. She is the author of three books as well as articles and essays covering topics from female programming pioneers, to early attempts to organize smart cities, to the racial implications of algorithmic thinking in federal housing policy, to the history of youth political media production, to the uptake of scientific and technical ideas and innovations across other fields. Professor Light is especially fascinated by smart peoples’ bad ideas: efforts by well-intentioned scientists and engineers to apply scientific methods and technological tools to solve social and political problems—and how the history of their failures can inform contemporary scientific and engineering practice.

Light holds degrees from Harvard University and the University of Cambridge. She has been a member of the Institute for Advanced Study and the Derek Brewer Visiting Fellow at Emmanuel College, University of Cambridge. Her work has been supported by the Graham Foundation for Advanced Studies in the Fine Arts and the Andrew W. Mellon Foundation, and honored with the Catherine Bauer Wurster Prize from the Society for American City and Regional Planning History and an honorary doctorate from the Illinois Institute of Technology. Light serves on the editorial boards IEEE Annals of the History of Computing; Information and Culture; Historical Studies in the Natural Sciences; and Journal of Urban History. Professor Light was previously on the faculty of the School of Communication and the Departments of History and Sociology at Northwestern University."
jenniferlight  2018  children  youth  teens  urban  urbanism  cityplanning  cities  citybuilding  schools  education  civics  modeling  participatory  simulations  participation  government  governance  democracy  politics  computing  technology  society  history  via:nickkaufmann  childhood  play  roleplaying  gamification  virtualworlds  worldbuilding 
december 2018 by robertogreco
MIT SHASS: Election Insights 2018 - Jennifer Light - On Social Media and Youth Political Engagement
"Young people in the United States have always been politically active and have long been early adopters of new technologies. Kids of all ages, including those too young to vote, have been making political media for at least the past 150 years."



"These past patterns foreground important choices to be made about media policy and the design of media systems — choices that will determine whether youth political participation in the digital age follows a different path. Examining these patterns also reminds us that history can be an unexpectedly valuable resource for thinking about the future of technology in the United States."
jenniferlight  civics  youth  children  teens  history  politics  us  activism  technology  media  policy  democracy 
december 2018 by robertogreco
Bay Area Disrupted: Fred Turner on Vimeo
"Interview with Fred Turner in his office at Stanford University.

http://bayareadisrupted.com/

https://fredturner.stanford.edu

Graphics: Magda Tu
Editing: Michael Krömer
Concept: Andreas Bick"
fredturner  counterculture  california  opensource  bayarea  google  softare  web  internet  history  sanfrancisco  anarchism  siliconvalley  creativity  freedom  individualism  libertarianism  2014  social  sociability  governance  myth  government  infrastructure  research  online  burningman  culture  style  ideology  philosophy  apolitical  individuality  apple  facebook  startups  precarity  informal  bureaucracy  prejudice  1960s  1970s  bias  racism  classism  exclusion  inclusivity  inclusion  communes  hippies  charism  cultofpersonality  whiteness  youth  ageism  inequality  poverty  technology  sharingeconomy  gigeconomy  capitalism  economics  neoliberalism  henryford  ford  empowerment  virtue  us  labor  ork  disruption  responsibility  citizenship  purpose  extraction  egalitarianism  society  edtech  military  1940s  1950s  collaboration  sharedconsciousness  lsd  music  computers  computing  utopia  tools  techculture  location  stanford  sociology  manufacturing  values  socialchange  communalism  technosolutionism  business  entrepreneurship  open  liberalism  commons  peerproduction  product 
december 2018 by robertogreco
Dr. Michelle Fine on Willful Subjectivity and Strong Objectivity in Education Research - Long View on Education
"In this interview, Dr. Michelle Fine makes the argument for participatory action research as a sophisticated epistemology. Her work uncovers the willful subjectivity and radical wit of youth. In the last ten minutes, she gives some concrete recommendations for setting up a classroom that recognizes and values the gifts that students bring. Please check out her publications on ResearchGate [https://www.researchgate.net/profile/Michelle_Fine ] and her latest book Just Research in Contentious Times (Teachers College, 2018). [https://www.amazon.com/Just-Research-Contentious-Times-Methodological/dp/0807758736/ ]

Michelle Fine is a Distinguished Professor of Critical Psychology, Women’s Studies, American Studies and Urban Education at the Graduate Center CUNY.

Thank you to Dr. Kim Case and Professor Tanya L. Domi."
michellefine  reasearch  dispossession  privilege  resistance  solidarity  participatory  participatoryactionresearch  ethnography  education  benjamindoxtdatorcritical  pedagogy  race  racism  postcolonialism  criticaltheory  imf  epistemology  research  focusgroups  subjectivity  youth  teens  stories  socialjustice  criticalparticipatoryactionresearch  sexuality  centering  oppression  pointofview  action  quantitative  qualitative  injustice  gender  deficit  resilience  experience  radicalism  incarceration  billclinton  pellgrants  willfulsubjectivity  survivance  wit  radicalwit  indigeneity  queer  justice  inquiry  hannaharendt  criticalbifocality  psychology  context  history  structures  gigeconomy  progressive  grit  economics  victimblaming  schools  intersectionality  apolitical  neoliberalism  neutrality  curriculum  objectivity  contestedhistories  whiteprivilege  whitefragility  islamophobia  discrimination  alienation  conversation  disengagement  defensiveness  anger  hatred  complexity  diversity  self-definition  ethnicity 
november 2018 by robertogreco
36 Teenagers Show Us Their Generation - The New York Times
"“What can you show us that might help make the portrait of ‘Gen Z’ more interesting, nuanced, complete or real?” we asked. Nearly 2,200 students answered."
teens  youth  genz  generationz  generations  photography  2018  portraits 
november 2018 by robertogreco
4:3
"4:3 by Boiler Room is a multifaceted genre-spanning platform for curated and commissioned underground film exploring themes of performance, identity, youth culture and anti-establishment.

Platform agnostic, 4:3 is for curious minds and those connected to culture, offering an exploration of unseen films and as well as in real life experiences, an opportunity to discover the unknown.

Like Boiler Room, 4:3 is rooted in physical experience; our events are multi-faceted, connecting the dots between club culture and cinema to stretch the boundaries of what a film experience can be."
film  performance  identity  youth  youthculture  anti-establishment  culture  physical  art  streaming  video 
october 2018 by robertogreco
“Minding the Gap,” Reviewed: A Self-Questioning Documentary About What Happened to a Group of Young Skaters | The New Yorker
[Carol Black: https://twitter.com/cblack__/status/1052995478583836672

2-step lesson for teachers:

1. Watch this documentary about the kids who will NEVER adapt well to authoritarian environments like school. https://www.youtube.com/watch?v=n5Vm_Awe3bw

2. Read how this skater kid learned to make brilliant films through self-directed learning, mentorships, discovery.

Through a slow process of experimentation, improvisation, exploration, director Bing Liu evolved from a skater kid with a video camera into a deep, accomplished filmmaker. https://www.newyorker.com/culture/the-front-row/minding-the-gap-reviewed-a-self-questioning-documentary-about-what-happened-to-a-group-of-young-skaters
As a teen-ager, a decade ago, in the small city of Rockford, Illinois, Bing Liu filmed himself and his friends skateboarding. He shot much of his footage while skating alongside them, and, as a result, the skating sequences of his documentary “Minding the Gap” (which opens today in theatres and streams on Hulu) have a surging, gliding, soaring, joyously speedy energy that offers a hypnotic whirl and rush. Those images of skating, however, are merely the background and context for the film, and the diverting thrill that they offer is crucial to the film’s substance. That substance—domestic trauma, systemic racism, and economic dislocation—is also the very stuff of society, and the near-at-hand intimacy gives rise to a film of vast scope and political depth.

Allowing his film to unfold over years of shooting and editing and re-editing, Liu uncovered the hidden depth and dimension in his subject matter.
https://www.newyorker.com/culture/the-front-row/minding-the-gap-reviewed-a-self-questioning-documentary-about-what-happened-to-a-group-of-young-skaters
“Minding the Gap” builds Liu’s investigations, and the personal and ethical considerations that they entail, into the film. What he discovers—and films—of his friends’ present-day lives disturbs him, and Liu grapples with his own conflicts even while filming himself grappling with them. The details of the film make for an exemplary work of reporting. Liu’s clear revelation of specific yet complex events brings out psychological causality and logical connections but doesn’t impose a narrative; rather, the drama crystallizes as the events unfold. It’s a documentary in which the very nature of investigation is established—intellectually, aesthetically, and morally—by way of the personal implication of the filmmaker in the subject, of the filmmaker’s own need to make the images, to talk with the participants, to get beyond the surfaces of the settings. “Minding the Gap” is a personal documentary of the highest sort, in which the film’s necessity to the filmmaker—and its obstacles, its resistances, its emotional and moral demands on him—are part of its very existence.

Learning technical skills from online forums and by emulating filmmakers who inspired him, Liu was then able to allow the personal, emotional story to emerge. https://filmmakermagazine.com/105737-i-had-a-moral-crisis-bing-liu-on-minding-the-gap-personal-doc-voiceovers-and-cycles-of-abuse/#.W8i8by-ZMWo
Filmmaker: I had seen part of a cut that you had about a year ago. What I remember is, there was a lot more voiceover and the structure was different. There was a scene in the first ten minutes where you’re going to meet your mom to do the interview about you being abused by your stepfather, and you’re being interviewed in the car on the way: “So how do you feel about this?” At a certain point, obviously a lot of those things changed. Documentary editing processes are inherently long and complicated, but I’d love it if you could talk about thinking through some of those changes.

Liu: I didn’t begin the film wanting to be in the film. My background is, I got a camera to make videos when I was 14. I watched movies that inspired me, like Waking Life, Kids and Gummo. Some of my first shorts when I was a teen were this sort of Slacker plot where I follow people around Rockford as they interact with each other. The structure is based off of hand-offs, to give you a slice of community and the people in it. Anyway, I learned cinematography and editing through going to forums. There’s this website called Skate Perception that was kind of the Reddit for skate media makers all over the country. This was in the 2000s, when the internet was still finding its identity in many ways. It no longer exists; forums aren’t really a thing, for the most part.

“I didn’t go to film school, because everybody that I worked with in film was like: if you go to school, don’t go to school for film.” https://nofilmschool.com/2018/08/minding-gap-bing-liu-interview
NFS: How did you develop your unconventional aesthetics over time, starting from such a young age?

Liu: It was a mix of just emulating other creators and films that I was watching and also just going online and learning. By the time I was 16, I had a camera that I could set exposure and color temperature and with ND filters on it. By the time I was 17, I had a 24p camera and I was building my own dollies, so it was sort of just like exploring and emulation of what was happening at the time, which was a mix of the internet connecting more people, and also the DIY-style filmmaking that was growing with the advent of DSLR shooting video. I never really saw a career in film as a viable thing. I thought making films was just what I did.
"The Glidecam was freeing because you can run down stairs when you get good enough at it, and even jump over things with the cameras."

NFS: How did you transition to realizing that you could actually do this professionally?

Liu: It was when I got a job as a PA when I was 19 and I was like, “Oh, I can get paid $50 a day to like fetch coffee and carry heavy camera cases around for 14 hours.” It was less about the $50 and more about the “Oh, you can do this.”

NFS: That's what we're always telling people who want to break into the business: just get on set.

Liu: Yeah, I didn't go to film school, because everybody that I worked with in film was like: if you go to school. don't go to school for film, and so I went to school for literature.
]
bingliu  mindingthegap  film  filmmaking  documentary  srg  unschooling  deschooling  authority  authoritarianism  school  schooling  schools  learning  skating  skateboarding  self-directed  self-directedlearning  howwelearn  canon  video  domesticviolence  2018  carolblack  teaching  howweteach  schooliness  online  internet  web  domestictrauma  economics  rustbelt  society  childabuse  children  teens  youth  streetculture  illinois  rockford  friendship  parenting  dropouts  aesthetics  filmschool  emulation  cinematography 
october 2018 by robertogreco
'Minding the Gap': How Bing Liu Turned 12 Years of Skate Footage into the Year's Most Heartfelt Doc
[Carol Black: https://twitter.com/cblack__/status/1052995478583836672

2-step lesson for teachers:

1. Watch this documentary about the kids who will NEVER adapt well to authoritarian environments like school. https://www.youtube.com/watch?v=n5Vm_Awe3bw

2. Read how this skater kid learned to make brilliant films through self-directed learning, mentorships, discovery.

Through a slow process of experimentation, improvisation, exploration, director Bing Liu evolved from a skater kid with a video camera into a deep, accomplished filmmaker. https://www.newyorker.com/culture/the-front-row/minding-the-gap-reviewed-a-self-questioning-documentary-about-what-happened-to-a-group-of-young-skaters
As a teen-ager, a decade ago, in the small city of Rockford, Illinois, Bing Liu filmed himself and his friends skateboarding. He shot much of his footage while skating alongside them, and, as a result, the skating sequences of his documentary “Minding the Gap” (which opens today in theatres and streams on Hulu) have a surging, gliding, soaring, joyously speedy energy that offers a hypnotic whirl and rush. Those images of skating, however, are merely the background and context for the film, and the diverting thrill that they offer is crucial to the film’s substance. That substance—domestic trauma, systemic racism, and economic dislocation—is also the very stuff of society, and the near-at-hand intimacy gives rise to a film of vast scope and political depth.

Allowing his film to unfold over years of shooting and editing and re-editing, Liu uncovered the hidden depth and dimension in his subject matter.
https://www.newyorker.com/culture/the-front-row/minding-the-gap-reviewed-a-self-questioning-documentary-about-what-happened-to-a-group-of-young-skaters
“Minding the Gap” builds Liu’s investigations, and the personal and ethical considerations that they entail, into the film. What he discovers—and films—of his friends’ present-day lives disturbs him, and Liu grapples with his own conflicts even while filming himself grappling with them. The details of the film make for an exemplary work of reporting. Liu’s clear revelation of specific yet complex events brings out psychological causality and logical connections but doesn’t impose a narrative; rather, the drama crystallizes as the events unfold. It’s a documentary in which the very nature of investigation is established—intellectually, aesthetically, and morally—by way of the personal implication of the filmmaker in the subject, of the filmmaker’s own need to make the images, to talk with the participants, to get beyond the surfaces of the settings. “Minding the Gap” is a personal documentary of the highest sort, in which the film’s necessity to the filmmaker—and its obstacles, its resistances, its emotional and moral demands on him—are part of its very existence.

Learning technical skills from online forums and by emulating filmmakers who inspired him, Liu was then able to allow the personal, emotional story to emerge. https://filmmakermagazine.com/105737-i-had-a-moral-crisis-bing-liu-on-minding-the-gap-personal-doc-voiceovers-and-cycles-of-abuse/#.W8i8by-ZMWo
Filmmaker: I had seen part of a cut that you had about a year ago. What I remember is, there was a lot more voiceover and the structure was different. There was a scene in the first ten minutes where you’re going to meet your mom to do the interview about you being abused by your stepfather, and you’re being interviewed in the car on the way: “So how do you feel about this?” At a certain point, obviously a lot of those things changed. Documentary editing processes are inherently long and complicated, but I’d love it if you could talk about thinking through some of those changes.

Liu: I didn’t begin the film wanting to be in the film. My background is, I got a camera to make videos when I was 14. I watched movies that inspired me, like Waking Life, Kids and Gummo. Some of my first shorts when I was a teen were this sort of Slacker plot where I follow people around Rockford as they interact with each other. The structure is based off of hand-offs, to give you a slice of community and the people in it. Anyway, I learned cinematography and editing through going to forums. There’s this website called Skate Perception that was kind of the Reddit for skate media makers all over the country. This was in the 2000s, when the internet was still finding its identity in many ways. It no longer exists; forums aren’t really a thing, for the most part.

“I didn’t go to film school, because everybody that I worked with in film was like: if you go to school, don’t go to school for film.” https://nofilmschool.com/2018/08/minding-gap-bing-liu-interview
NFS: How did you develop your unconventional aesthetics over time, starting from such a young age?

Liu: It was a mix of just emulating other creators and films that I was watching and also just going online and learning. By the time I was 16, I had a camera that I could set exposure and color temperature and with ND filters on it. By the time I was 17, I had a 24p camera and I was building my own dollies, so it was sort of just like exploring and emulation of what was happening at the time, which was a mix of the internet connecting more people, and also the DIY-style filmmaking that was growing with the advent of DSLR shooting video. I never really saw a career in film as a viable thing. I thought making films was just what I did.
"The Glidecam was freeing because you can run down stairs when you get good enough at it, and even jump over things with the cameras."

NFS: How did you transition to realizing that you could actually do this professionally?

Liu: It was when I got a job as a PA when I was 19 and I was like, “Oh, I can get paid $50 a day to like fetch coffee and carry heavy camera cases around for 14 hours.” It was less about the $50 and more about the “Oh, you can do this.”

NFS: That's what we're always telling people who want to break into the business: just get on set.

Liu: Yeah, I didn't go to film school, because everybody that I worked with in film was like: if you go to school. don't go to school for film, and so I went to school for literature.
]
bingliu  mindingthegap  film  filmmaking  documentary  srg  unschooling  deschooling  authority  authoritarianism  school  schooling  schools  learning  skating  skateboarding  self-directed  self-directedlearning  howwelearn  canon  video  domesticviolence  2018  carolblack  teaching  howweteach  schooliness  online  internet  webapps  domestictrauma  economics  rustbelt  society  childabuse  children  teens  youth  streetculture  illinois  rockford  friendship  parenting  dropouts  aesthetics  filmschool  emulation  cinematography 
october 2018 by robertogreco
“I Had a Moral Crisis”: Bing Liu on Minding the Gap, Personal Doc Voiceovers and Cycles of Abuse | Filmmaker Magazine
[Carol Black: https://twitter.com/cblack__/status/1052995478583836672

2-step lesson for teachers:

1. Watch this documentary about the kids who will NEVER adapt well to authoritarian environments like school. https://www.youtube.com/watch?v=n5Vm_Awe3bw

2. Read how this skater kid learned to make brilliant films through self-directed learning, mentorships, discovery.

Through a slow process of experimentation, improvisation, exploration, director Bing Liu evolved from a skater kid with a video camera into a deep, accomplished filmmaker. https://www.newyorker.com/culture/the-front-row/minding-the-gap-reviewed-a-self-questioning-documentary-about-what-happened-to-a-group-of-young-skaters
As a teen-ager, a decade ago, in the small city of Rockford, Illinois, Bing Liu filmed himself and his friends skateboarding. He shot much of his footage while skating alongside them, and, as a result, the skating sequences of his documentary “Minding the Gap” (which opens today in theatres and streams on Hulu) have a surging, gliding, soaring, joyously speedy energy that offers a hypnotic whirl and rush. Those images of skating, however, are merely the background and context for the film, and the diverting thrill that they offer is crucial to the film’s substance. That substance—domestic trauma, systemic racism, and economic dislocation—is also the very stuff of society, and the near-at-hand intimacy gives rise to a film of vast scope and political depth.

Allowing his film to unfold over years of shooting and editing and re-editing, Liu uncovered the hidden depth and dimension in his subject matter.
https://www.newyorker.com/culture/the-front-row/minding-the-gap-reviewed-a-self-questioning-documentary-about-what-happened-to-a-group-of-young-skaters
“Minding the Gap” builds Liu’s investigations, and the personal and ethical considerations that they entail, into the film. What he discovers—and films—of his friends’ present-day lives disturbs him, and Liu grapples with his own conflicts even while filming himself grappling with them. The details of the film make for an exemplary work of reporting. Liu’s clear revelation of specific yet complex events brings out psychological causality and logical connections but doesn’t impose a narrative; rather, the drama crystallizes as the events unfold. It’s a documentary in which the very nature of investigation is established—intellectually, aesthetically, and morally—by way of the personal implication of the filmmaker in the subject, of the filmmaker’s own need to make the images, to talk with the participants, to get beyond the surfaces of the settings. “Minding the Gap” is a personal documentary of the highest sort, in which the film’s necessity to the filmmaker—and its obstacles, its resistances, its emotional and moral demands on him—are part of its very existence.

Learning technical skills from online forums and by emulating filmmakers who inspired him, Liu was then able to allow the personal, emotional story to emerge. https://filmmakermagazine.com/105737-i-had-a-moral-crisis-bing-liu-on-minding-the-gap-personal-doc-voiceovers-and-cycles-of-abuse/#.W8i8by-ZMWo
Filmmaker: I had seen part of a cut that you had about a year ago. What I remember is, there was a lot more voiceover and the structure was different. There was a scene in the first ten minutes where you’re going to meet your mom to do the interview about you being abused by your stepfather, and you’re being interviewed in the car on the way: “So how do you feel about this?” At a certain point, obviously a lot of those things changed. Documentary editing processes are inherently long and complicated, but I’d love it if you could talk about thinking through some of those changes.

Liu: I didn’t begin the film wanting to be in the film. My background is, I got a camera to make videos when I was 14. I watched movies that inspired me, like Waking Life, Kids and Gummo. Some of my first shorts when I was a teen were this sort of Slacker plot where I follow people around Rockford as they interact with each other. The structure is based off of hand-offs, to give you a slice of community and the people in it. Anyway, I learned cinematography and editing through going to forums. There’s this website called Skate Perception that was kind of the Reddit for skate media makers all over the country. This was in the 2000s, when the internet was still finding its identity in many ways. It no longer exists; forums aren’t really a thing, for the most part.

“I didn’t go to film school, because everybody that I worked with in film was like: if you go to school, don’t go to school for film.” https://nofilmschool.com/2018/08/minding-gap-bing-liu-interview
NFS: How did you develop your unconventional aesthetics over time, starting from such a young age?

Liu: It was a mix of just emulating other creators and films that I was watching and also just going online and learning. By the time I was 16, I had a camera that I could set exposure and color temperature and with ND filters on it. By the time I was 17, I had a 24p camera and I was building my own dollies, so it was sort of just like exploring and emulation of what was happening at the time, which was a mix of the internet connecting more people, and also the DIY-style filmmaking that was growing with the advent of DSLR shooting video. I never really saw a career in film as a viable thing. I thought making films was just what I did.
"The Glidecam was freeing because you can run down stairs when you get good enough at it, and even jump over things with the cameras."

NFS: How did you transition to realizing that you could actually do this professionally?

Liu: It was when I got a job as a PA when I was 19 and I was like, “Oh, I can get paid $50 a day to like fetch coffee and carry heavy camera cases around for 14 hours.” It was less about the $50 and more about the “Oh, you can do this.”

NFS: That's what we're always telling people who want to break into the business: just get on set.

Liu: Yeah, I didn't go to film school, because everybody that I worked with in film was like: if you go to school. don't go to school for film, and so I went to school for literature.
]
bingliu  mindingthegap  film  filmmaking  documentary  srg  unschooling  deschooling  authority  authoritarianism  school  schooling  schools  learning  skating  skateboarding  self-directed  self-directedlearning  howwelearn  canon  video  domesticviolence  2018  carolblack  teaching  howweteach  schooliness  online  internet  web  domestictrauma  economics  rustbelt  society  childabuse  children  teens  youth  streetculture  illinois  rockford  friendship  parenting  dropouts  aesthetics  filmschool  emulation  cinematography 
october 2018 by robertogreco
Drugs, Alcohol and Suicide Are Killing So Many Young Americans That the Country’s Average Lifespan Is Falling | Time
"Young Americans are dying in rising numbers because of drugs, alcohol and suicide, according to new federal data.

The Centers for Disease Control and Prevention’s National Center for Health Statistics (NCHS) issued its annual comprehensive health and mortality report, which analyzes trends in death rates by cause and demographic. Drugs, alcohol and suicide, the report says, have contributed to the first drops in U.S. life expectancy since 1993. While U.S. life expectancy rose from 77.8 to 78.6 years between 2006 and 2016, the trend reversed during the end of the decade, leading to a 0.3-year decline between 2014 and 2016 — in large part because of rising rates of drug overdoses, suicide and liver disease, as well as Alzheimer’s.

Death rates for Americans ages 15 to 44 rose by around 5% each year between 2013 and 2016, and drugs, alcohol and suicide are chiefly to blame, the CDC report says.

Drug overdoses alone killed more than 63,600 people in 2016, the report says. Among men ages 24 to 35, overdose rates rose by more than 25% each year between 2014 and 2016; nearly 50 out of every 100,000 people in this population died of overdose-related causes by 2016. Women ages 45 to 54 had the most overdoses overall, but those ages 15 to 24 saw the highest rate of increase: about a 19% jump per year between 2014 and 2016.

Alcohol is also a major public health concern. Liver disease replaced HIV as the sixth-leading killer of adults ages 25 to 44 in 2016. Among men and women ages 25 to 34, deaths from liver disease and cirrhosis increased by about 11% and 8% per year, respectively, between 2006 and 2016. Older adults, however, still die of liver disease at much higher rates than young adults.

Suicide, meanwhile, is on the rise in nearly every demographic — but a few trends emerged. Suicide is now the second-leading cause of death among people ages 15 to 24, increasing by 7% in this group each year between 2014 and 2016. It’s also the third-leading cause of death among people ages 25 to 44, killing almost 17 of every 100,000 people in this population in 2016. Suicide rates even rose among children ages 1 to 14, increasing around 9% each year during the study period — though fewer than one of every 100,000 people in this group died by suicide in 2016.

And while men still die by suicide much more frequently than women, increasing rates among young women are starting to narrow that gap. Suicide rates among young and teenage girls rose by 70% between 2010 and 2016, according to previous CDC data.

Nearly three-quarters of the Americans who died in 2016 were older than 65. Rates of many common killers decreased in this population during the preceding decade; deaths from heart disease and cancer, the top two killers of adults older than 65, both declined, as did those from strokes.The exception, however, was Alzheimers, the death rate of which rose by 21%. According to separate CDC data released Thursday, that trend is likely to continue. The number of people affected by Alzheimer’s and related dementias is projected to double by 2060, rising from 5 million people (1.6% of the U.S. population) in 2014 to an estimated 13.9 million people (3.3% of the population) in 2060, according to the CDC."
drugs  alcohol  lifeexpectancy  2018  us  disease  suicide  anxietydepression  mentalhealth  cdc  epidemics  youth  teens  gender  data  health  mortality  society 
september 2018 by robertogreco
Keire Johnson en Instagram: “Shout out @finhan_ for making this after watching Minding the Gap! What I take from this piece (personally) : The paper bag over the…”
"Shout out @finhan_ for making this after watching Minding the Gap!
What I take from this piece (personally) : The paper bag over the skater's face to me represents how skateboarding suppresses all the negative emotions you can feel growing up and acts almost as a cloak of some sort.

When you take the bag off after skating, all of the bullshit comes back to you. Skateboarding cures heartache however it has limited powers. It can't cure everything.

That's where other creative outlets come in.
Music, art, dance, writing, and ect.
I am luck enough to have multiple outlets but I recommend finding a creative outlet that works for you. It's good for you.
Thanks again @finhan_"
keirejohnson  skateboarding  skating  2018  adolescence  youth  teens  self-medication  escape  creativity  music  art  arts  dance  writing  outlets  identity 
september 2018 by robertogreco
Carla Shalaby on Twitter: "One way educators can support the #NationalPrisonStrike is to recognize how we model and teach a carceral philosophy of throwaway people when we rely on punishment, exclusion, removal, control, and policing as our strategies of
"One way educators can support the #NationalPrisonStrike is to recognize how we model and teach a carceral philosophy of throwaway people when we rely on punishment, exclusion, removal, control, and policing as our strategies of "classroom management." 1/

Too often, teachers think classroom management is something to do in order to get to the real teaching. In fact, classroom management is teaching itself. It's a curriculum, a set of lessons that young people are learning from us.

Are we intentional in these lessons?

How might the everyday experience of schooling be different if we imagined classroom management as a prison abolition curriculum?

What might lessons in freedom look like, instead of lessons in authoritative models of control that teach strategies for powering over others?

Freedom does NOT mean doing whatever we want. Or just having lots of choice. It means getting to be our whole, human selves, in community with other whole, human selves, and using our power to demand that each of us is taken care of, treated with dignity, and fully embraced.

Given this definition of freedom, we are not free if we don't consider how to support these prisoners on strike. Because we would be failing to use our power to demand that each of us is taken care of, treated with dignity, and fully embraced. Teachers have lots of this power.

Freedom is a VERY high standard of "classroom management," not the loosey-goosey, chaotic free-for-all that educators often fear. We must notice and stop classroom practices that model a culture of policing and prison, AND we must also draft a freedom curriculum with children.

What might that look like? Ask your kids. They're the ones with their imaginations still intact. Ask them what human beings need to be their best, most whole human selves. And how we can each use our power to meet those needs, in community and with community. No throwaway people.

Take a lesson from @DingleTeach's approach, which was to work with her students to understand together that they need one central "rule" as their approach to classroom management: "We will take care of each other."

I invite classroom teachers to imagine their possibilities as prison abolitionists. This primer is a good start. https://www.thenation.com/article/what-is-prison-abolition … "As @C_Resistance explains in its definition of abolition, 'we must build models today that can represent how we want to live in the future.'"

What models could you build today within the four walls of your classroom (WITH YOUNG PEOPLE, not FOR them!) that can represent how we want to live in the future?

That's a freedom question that could guide your classroom management curriculum this new school year.

When you feel stuck or if you are scared to misstep, you could look at your classroom management practices that day and ask students, "what did I teach through how I treated you? What did we learn by my model?" Invite them to help you do better, to teach one other to do better.

Angela Davis says, "[prison] relieves us of the responsibility of seriously engaging with the problems of our society, especially those produced by racism and, increasingly, global capitalism.” She tells us, "prisons do not disappear social problems, they disappear human beings."

Suspension and expulsion do the same. They don't disappear social problems, they disappear human beings, as Davis teaches. So don't let anyone fool you into believing that throwing young people away is a question of safety. We don't disappear danger by disappearing human beings.

A safe world will require us to learn freedom, together with young people and with reverence for the lessons of our elders, and to use schools as a way to engage children in addressing social problems rather than hoping to simply disappear the human beings who make them visible."
nationalprisonstrike  teaching  howweteach  classroommanagement  freedom  control  prisons  curriculum  hiddencurriculum  authority  authoritarianism  power  hierarchy  prisonabolition  children  youth  teens  society  capitalism  prisonindustrialcomplex  suspension  expulsion  discipline  sorting  schooltoprisonpipeline 
august 2018 by robertogreco
Where’s Earl Sweatshirt? | The New Yorker
"Word from the missing prodigy of a hip-hop group on the rise."

[bookmarking this as a standalone, but it was already here:
https://pinboard.in/u:robertogreco/b:5f4973c0f027 ]

[follow-up:
"How's Earl"
https://www.newyorker.com/news/news-desk/hows-earl ]

[See also:

"Complex Exclusive: We Found Earl Sweatshirt"
https://www.complex.com/music/2011/04/complex-exclusive-we-found-earl-sweatshirt

"Odd Future's Earl Sweatshirt – found in Samoa?"
https://www.theguardian.com/music/2011/apr/15/earl-sweatshirt-odd-future-samoa

"Odd Future’s Earl Sweatshirt Speaks"
http://www.vulture.com/2011/05/odd_futures_earl_sweatshirt_sp.html

"What’s Life Like for Odd Future’s Earl Sweatshirt in that Secret Samoan Academy?"
http://www.vulture.com/2011/05/whats_life_like_for_odd_future.html

"Earl Sweatshirt's Coral Reef Academy Friend Says "New Yorker" Story Is False"
https://www.complex.com/music/2011/06/earl-sweatshirt-coral-reef-academy-friend-says-new-yorker-story-is-false

"The story of Odd Future's Earl Sweatshirt gets another knot"
http://latimesblogs.latimes.com/music_blog/2011/06/the-story-of-odd-future-earl-sweatshirt-gets-another-knot.html

"Earl Sweatshirt in Samoa"
https://www.youtube.com/watch?v=aHiqNeVTj7c
https://www.youtube.com/watch?v=VqLdt-s944s ]
oddfuture  ofwgkta  music  parenting  2011  newyorker  kelefasanneh  hiphop  keorapetsekgositsile  fame  youth  adolescence  identity  earlsweatshirt  thebenerudakgositsile  rap 
july 2018 by robertogreco
[Easy Chair] | Abolish High School, by Rebecca Solnit | Harper's Magazine
"I didn’t go to high school. This I think of as one of my proudest accomplishments and one of my greatest escapes, because everyone who grows up in the United States goes to high school. It’s such an inevitable experience that people often mishear me and think I dropped out.

I was a withdrawn, bookish kid all through elementary school, but the difficulty of being a misfit intensified when I started seventh grade. As I left campus at the end of my first day, people shouted insults that ensured I knew my clothes didn’t cut it. Then there was P.E., where I had to don a horrendous turquoise-striped polyester garment that looked like a baby’s onesie and follow orders to run or jump or play ball — which is hard to do when you’re deeply withdrawn — after which I had to get naked, in all my late-bloomer puniness, and take showers in front of strangers. In science class we were graded on crafting notebooks with many colors of pen; in home economics, which was only for girls — boys had shop — we learned to make a new kind of cake by combining pudding mix with cake mix; even in English class I can remember reading only one book: Dickens’s flattest novel, Hard Times. At least the old history teacher in the plaid mohair sweaters let me doze in the front row, so long as I knew the answers when asked.

In junior high, everything became a little more dangerous. Most of my peers seemed to be learning the elaborate dance between the sexes, sometimes literally, at school dances I never dreamed of attending, or in the form of the routines through which girls with pompoms ritually celebrated boys whose own role in that rite consisted of slamming into one another on the field.

I skipped my last year of traditional junior high school, detouring for ninth and tenth grade into a newly created alternative junior high. (The existing alternative high school only took eleventh and twelfth graders.) The district used this new school as a dumping ground for its most insubordinate kids, so I shared two adjoining classrooms with hard-partying teenage girls who dated adult drug dealers, boys who reeked of pot smoke, and other misfits like me. The wild kids impressed me because, unlike the timorous high achievers I’d often been grouped with at the mainstream school, they seemed fearless and free, skeptical about the systems around them.

There were only a few dozen students, and the adults treated us like colleagues. There was friendship and mild scorn but little cruelty, nothing that pitted us against one another or humiliated us, no violence, no clearly inculcated hierarchy. I didn’t gain much conventional knowledge, but I read voraciously and had good conversations. You can learn a lot that way. Besides, I hadn’t been gaining much in regular school either.

I was ravenous to learn. I’d waited for years for a proper chance at it, and the high school in my town didn’t seem like a place where I was going to get it. I passed the G.E.D. test at fifteen, started community college the following fall, and transferred after two semesters to a four-year college, where I began, at last, to get an education commensurate with my appetite.

What was it, I sometimes wonder, that I was supposed to have learned in the years of high school that I avoided? High school is often considered a definitive American experience, in two senses: an experience that nearly everyone shares, and one that can define who you are, for better or worse, for the rest of your life. I’m grateful I escaped the particular definition that high school would have imposed on me, and I wish everyone else who suffered could have escaped it, too.

For a long time I’ve thought that high school should be abolished. I don’t mean that people in their teens should not be educated at public expense. The question is what they are educated in. An abolitionist proposal should begin by acknowledging all the excellent schools and teachers and educations out there; the people who have a pleasant, useful time in high school; and the changes being wrought in the nature of secondary education today. It should also recognize the tremendous variety of schools, including charter and magnet schools in the public system and the private schools — religious, single-sex, military, and prep — that about 10 percent of American students attend, in which the values and pedagogical systems may be radically different. But despite the caveats and anomalies, the good schools and the students who thrive (or at least survive), high school is hell for too many Americans. If this is so, I wonder why people should be automatically consigned to it.

In 2010, Dan Savage began the It Gets Better Project, which has gathered and posted video testimonials from gay and lesbian adults and queer-positive supporters (tens of thousands of them, eventually, including professional sports stars and the president) to address the rash of suicides by young queer people. The testimonials reassure teenagers that there is life after high school, that before long they’ll be able to be who they are without persecution — able to find love, able to live with dignity, and able to get through each day without facing intense harassment. It’s a worthy project, but it implicitly accepts that non-straight kids must spend their formative years passing through a homophobic gauntlet before arriving at a less hostile adult world. Why should they have to wait?

Suicide is the third leading cause of death for teens, responsible for some 4,600 deaths per year. Federal studies report that for every suicide there are at least a hundred attempts — nearly half a million a year. Eight percent of high school students have attempted to kill themselves, and 16 percent have considered trying. That’s a lot of people crying out for something to change.

We tend to think that adolescence is inherently ridden with angst, but much of the misery comes from the cruelty of one’s peers. Twenty-eight percent of public school students and 21 percent of private school students report being bullied, and though inner-city kids are routinely portrayed in the press as menaces, the highest levels of bullying are reported among white kids and in nonurban areas. Victims of bullying are, according to a Yale study, somewhere between two and nine times more likely to attempt suicide. Why should children be confined to institutions in which these experiences are so common?

Antibullying programs have proliferated to such an extent that even the Southern Poverty Law Center has gotten involved, as though high school had joined its list of hate groups. An educational video produced by the S.P.L.C. focuses on the case of Jamie Nabozny, who successfully sued the administrators of his small-town Wisconsin school district for doing nothing to stop — and sometimes even blaming him for — the years of persecution he had suffered, including an attack that ruptured his spleen. As Catherine A. Lugg, an education scholar specializing in public school issues, later wrote, “The Nabozny case clearly illustrates the public school’s historic power as the enforcer of expected norms regarding gender, heteronormativity, and homophobia.”

I once heard Helena Norberg-Hodge, an economic analyst and linguist who studies the impact of globalization on nonindustrialized societies, say that generational segregation was one of the worst kinds of segregation in the United States. The remark made a lasting impression: that segregation was what I escaped all those years ago. My first friends were much older than I was, and then a little older; these days they are all ages. We think it’s natural to sort children into single-year age cohorts and then process them like Fords on an assembly line, but that may be a reflection of the industrialization that long ago sent parents to work away from their children for several hours every day.

Since the 1970s, Norberg-Hodge has been visiting the northern Indian region of Ladakh. When she first arrived such age segregation was unknown there. “Now children are split into different age groups at school,” Norberg-Hodge has written. “This sort of leveling has a very destructive effect. By artificially creating social units in which everyone is the same age, the ability of children to help and to learn from each other is greatly reduced.” Such units automatically create the conditions for competition, pressuring children to be as good as their peers. “In a group of ten children of quite different ages,” Norberg-Hodge argues, “there will naturally be much more cooperation than in a group of ten twelve-year-olds.”

When you are a teenager, your peers judge you by exacting and narrow criteria. But those going through the same life experiences at the same time often have little to teach one another about life. Most of us are safer in our youth in mixed-age groups, and the more time we spend outside our age cohort, the broader our sense of self. It’s not just that adults and children are good for adolescents. The reverse is also true. The freshness, inquisitiveness, and fierce idealism of a wide-awake teenager can be exhilarating, just as the stony apathy of a shut-down teenager can be dismal.

A teenager can act very differently outside his or her peer group than inside it. A large majority of hate crimes and gang rapes are committed by groups of boys and young men, and studies suggest that the perpetrators are more concerned with impressing one another and conforming to their group’s codes than with actual hatred toward outsiders. Attempts to address this issue usually focus on changing the social values to which such groups adhere, but dispersing or diluting these groups seems worth consideration, too.

High school in America is too often a place where one learns to conform or take punishment — and conformity is itself a kind of punishment, one that can flatten out your soul or estrange you from it.

High school, particularly the suburban and small-town varieties, can … [more]
rebeccasolnit  2015  highschool  education  schools  schooling  adolescence  unschooling  deschooling  oppression  teens  youth  hierarchy  agesegregation  internships  apprenticeships  mentoring  mentors  popularity  jockocracies  sports  rapeculture  us  society  peers  hatecrime  conformity  values  helenanorberg-hodge  lcproject  openstudioproject  cooperation  competition  segregation  bullying  bullies  splc  persecution  gender  sexuality  heteronormativity  homophobia  angst  cruelty  suicide  dances  prom  misfits  friendship  learning  howwelearn  srg  glvo  edg 
june 2018 by robertogreco
You Can’t Ruin Your Kids | Alliance for Self-Directed Education
"Why parenting matters less than we think"



"What Parents Can Do
Harris moves on to tackle specific issues concerning teenagers, gender differences, and dysfunctional families. She holds fast to her thesis, marshaling massive evidence for the influence of peer groups and genetics over parents and home environment.

It’s not that parents and home life don’t matter, she constantly reminds us — they obviously do matter in the short-run, because kids do react to their parents’ actions and expectations — but rather that life at home is just a temporary stop in the child’s journey, and the parents are temporary influencers. The direct effects of parenting that you believe you observe in your kids are either (1) simply your genes expressing themselves or (2) are temporary behavioral adjustments made by children, soon to be cast off when they enter the peer world “as easily as the dorky sweater their mother made them wear.”

So what can parents do, beyond carefully choosing a peer group (as discussed above)? Harris ends her book with an entire chapter dedicated to this question.

Some things that parents do — like teaching language to their young children — don’t hurt. That means that the child “does not have to learn it all over again in order to converse with her peers — assuming, of course, that her peers speak English.” Harris continues:

The same is true for other behaviors, skills, and knowledge. Children bring to the peer group much of what they learned at home, and if it agrees with what the other kids learned at home they are likely to retain it. Children also learn things at home that they do not bring to the peer group, and these may be retained even if they are different from what their peers learned. Some things just don’t come up in the context of the peer group. This is true nowadays of religion. Unless they attend a religious school, practicing a religion is something children don’t do with their peers: they do it with their parents. That is why parents still have some power to give their kids their religion. Parents have some power to impart any aspect of their culture that involves things done in the home; cooking is a good example. Anything learned at home and kept at home — not scrutinized by the peer group — may be passed on from parents to their kids.

Religion, cooking, political beliefs, musical talents, and career plans: Harris concedes that parents do influence their kids in these areas. But only because these are essentially interests and hobbies, not character traits. If you had a personal friend living with you for 18 years, their favorite meals, political beliefs, and career plans might rub off on you, too.

If your kid is getting bullied or falling in with the wrong crowd, you can move. You can switch schools. You can homeschool. These actions matter, because they affect the peer group.

You can help your kid from being typecast in negative ways by their peer group. You can help them look as normal and attractive as possible:

“Normal” means dressing the child in the same kind of clothing the other kids are wearing. “Attractive” means things like dermatologists for the kid with bad skin and orthodontists for the one whose teeth came in crooked. And, if you can afford it or your health insurance will cover it, plastic surgery for any serious sort of facial anomaly. Children don’t want to be different, and for good reason: oddness is not considered a virtue in the peer group. Even giving a kid a weird or silly name can put him at a disadvantage.

In Self-Directed Education circles where “being yourself” is holy mantra, such “conformist” concessions can be looked down upon. But Harris encourages us to remember what it is actually like to be a child: how powerfully we desire to fit in with our peers. Be kind to your children, Harris suggests, and don’t give them outlandish names, clothing, or grooming. Give them what they need to feel secure, even when that thing feels highly conformist.

Harris offers just a few small pieces of common-sense advice. There’s not much in the way of traditional “do this, not that” parenting guidance. But her final and most significant message is yet to come.

Saving the Parent-Child Relationship
My favorite quote from The Nurture Assumption introduces Harris’ approach to thinking about parent-child relationships:

People sometimes ask me, “So you mean it doesn’t matter how I treat my child?” They never ask, “So you mean it doesn’t matter how I treat my husband?” or “So you mean it doesn’t matter how I treat my wife?” And yet the situation is similar. I don’t expect that the way I act toward my husband today is going to determine what kind of person he will be tomorrow. I do expect, however, that it will affect how happy he is to live with me and whether we will remain good friends.

While a spouse and a child are clearly not the same — a spouse has a similar level of lifetime experience to you, they are voluntarily chosen, and they (hopefully) don’t share your genes — Harris holds up marriage as a better relationship model than one we typically employ as parents.

You can learn things from the person you’re married to. Marriage can change your opinions and influence your choice of a career or a religion. But it doesn’t change your personality, except in temporary, context-dependent ways.

Yes, the parent-child relationship is important. But it’s not terribly different from a relationship with a spouse, sibling, or dear friend. In those relationships we don’t assume that we can (or should) control that person or how they “turn out.” Yet with children, we do.

Implicit in this analysis is a powerful message: Children are their own people, leading their own lives, worthy of basic respect. They are not dolls, chattel, or people through whom we might live our unfulfilled dreams. Just because parents are older, have more experience, and share genes with our children doesn’t give us long-term power or real control over them. That is the attitude that leads to the bullying, condescension, and micromanaging that scars too many parent-child relationships.

But while she calls for relinquishing a sense of control, Harris isn’t onboard with highly permissive parenting (what some call “unparenting”) either:
Parents are meant to be dominant over their children. They are meant to be in charge. But nowadays they are so hesitant about exerting their authority — a hesitancy imposed upon them by the advice-givers — that it is difficult for them to run the home in an effective manner. . . . The experiences of previous generations show that it is possible to rear well-adjusted children without making them feel that they are the center of the universe or that a time-out is the worst thing that could happen to them if they disobey. Parents know better than their children and should not feel diffident about telling them what to do. Parents, too, have a right to a happy and peaceful home life. In traditional societies, parents are not pals. They are not playmates. The idea that parents should have to entertain their children is bizarre to people in these societies. They would fall down laughing if you tried to tell them about “quality time.”


The message again is: Think of the parent-child relationship more like that of a healthy friendship or marriage. Hold them to a normal standards. Be frank and direct with them. Don’t worry about constantly entertaining them or monitoring their emotions. And whenever possible, Harris, says enjoy yourself! “Parents are meant to enjoy parenting. If you are not enjoying it, maybe you’re working too hard.”

In the end, Harris wants to free us from the guilt, anxiety, and fear that plagues so much of modern parenting, largely bred from the “advice-givers” who have convinced us that parenting is a science and you’re responsible for its outcomes:
You’ve followed their advice and where has it got you? They’ve made you feel guilty if you don’t love all your children equally, though it’s not your fault if nature made some kids more lovable than others. They’ve made you feel guilty if you don’t give them enough quality time, though your kids seem to prefer to spend their quality time with their friends. They’ve made you feel guilty if you don’t give your kids two parents, one of each sex, though there is no unambiguous evidence that it matters in the long run. They’ve made you feel guilty if you hit your child, though big hominids have been hitting little ones for millions of years. Worst of all, they’ve made you feel guilty if anything goes wrong with your child. It’s easy to blame parents for everything: they’re sitting ducks. Fair game ever since Freud lit his first cigar.


Take care of the basics. Give your kid a home and keep them healthy. Connect them to positive peer groups. Teach them what you can. Build a home life that works for everyone. Try to enjoy the person who your child is. Do your best to build a bond between child and parent that will last for a lifetime. This is what Judith Rich Harris says we can do.

But when it comes to influencing your child’s behavior, personality, attitudes, and knowledge in the long run: stop. Recognize how little impact you have, give up the illusion of control, and relax. We can neither perfect nor ruin our children, Harris says: “They are not yours to perfect or ruin: they belong to tomorrow.”"
blakeboles  parenting  children  nature  nurture  environment  naturenurture  genetics  relationships  respect  peers  conformity  social  youth  adolescence  religion  belonging  authority  authoritarianism  marriage  society  schools  schooling  education  learning  internet  online  youtube  web  socialmedia  influence  bullying  condescension  micromanagement  judithrichharris  books  toread  canon  culture  class  youthculture 
june 2018 by robertogreco
Stockyard Institute
"The Stockyard Institute , founded by Jim Duignan, associate professor, is an arts and pedagogical initiative that establishes collaborative, community-wide arts and education projects with youth, teachers, artists and residents deep inside Chicago communities. The Stockyard Institute coordinates with area schools, youth centers, cultural organizations, and community facilities to design and organize temporary public art projects and sustainable art and education programs. Since its inception in 1995, the Stockyard Institute has connected with thousands of DePaul University students, local teachers, youth and community residents building, teaching, exhibiting, exchanging and publishing projects in Chicago, the U.S. and around the world. Duignan’s work and models have been published by The Atlantic Monthy, A Blade of Grass Foundation, Prestel Publishing, New Art Examiner, Artforum, Chicago Reader, Whitewalls, Proximity Magazine, New City, Palm Press, Routledge, AREA Chicago, Green Lantern Press and the New York Times. Recent projects, artworks, and ideas of the Stockyard institute and Jim Duignan have been exhibited at the Hyde Park Art Center and Smart Museum (2017), Chicago Cultural Center, Reykjavik Art Museum, Public Art Saint Paul, (2016), Brooklyn’s interference Archive and 6018North in Chicago (2015), and Hul House Museum, Kochi-Muziris Biennial, Sullivan Galleries, EXPO Chicago, and Columbia College (2014).



(2017 MIT Nomination)

Over the past 20 years, across Chicago neighborhoods, Jim has been quietly leading an underground educational network called Stockyard Institute. Born and raised deep in the city, trained from self-education as an artist and from community education as an Eagle Scout, Jim took up residence in an abandoned school in the Back of the Yards neighborhood in 1995, where he began to work with community youth. In the early days, Jim invited youth to talk openly about the violence that marked their everyday lives– an unheard of practice in city pedagogy, which has always emphasized teaching children to look away from difficult knowledge and refrain from formally expressing emotionally-charged, authentic lived experiences– and invited them to express the needs that sprung from the everyday neighborhood through making collaborative sculpture. Together, they created the “gang-proof suit,” a symbol of the freedom youth yearned for, to walk without fear of being overtaken in the streets, to be liberated from the systems of schools and culture that made them feel locked in place with their fates sealed. From this initial gesture, Jim established Stockyard Institute as a vector space, bringing resources, knowledge, skill-building, and opportunities together from various parts of the city underground to create a network of civic love only seen at the street level, under the radar, and often against the rules of massive Chicago city institutions that direct from the top. Who gets to say what’s worth doing, being, or becoming? For whose benefit are they saying this? What happens when the neighborhood leads its own education? What happens when the youth are invited to make the tools they need to be liberated from cycles of oppression?

Over the past 20 years in Chicago, Jim has been a shadow helper of unparalleled impact, who is almost never seen in person except inside communities, and never seems to credit himself for his enormous efforts by name, only saying work is done by “Stockyard Institute.” When I asked him why he always says this name, or says that work is done, “by us,” he replied (and I must paraphrase), “I speak in collective terms because all of this work is equally shared. Youth risk something when we create a radio station and they speak their voices into the neighborhood, sharing their true stories. It empowers them, and it is a big deal to stake a claim to one’s own life experiences. All of our contributions are equally important.” Currently, at the age many people are considering retirement or have retired, Jim is quietly beginning a new project, building a new peace center inside the converted classroom of an operating public school in the Humboldt Park neighborhood, which ranks among the city’s neighborhoods most affected by violent crimes. These examples only reflect a tiny fraction of the number of works for goodness Jim has engineered over his lifetime, without monetary budget to speak of, but with strong networks of relationships and bonds between individuals committed to uplifting fellow Chicago residents, who scrap together what is needed from what is around in the urban plenty. This work is directly disobedient to the systems of education that say there is official knowledge that is most important, that schools have it, that all people must buy into it in order to ever have any chance of having “the American dream.” On the contrary, Jim has accumulated a life’s work of examples of what transformations are possible when the streets are not seen as a place of deficit but potential, when urban children are not seen as deficient people who need to be molded into proper citizens, but powerful people with vision, force, community spirit, civic pride, and the brightest possible future.

Where schools become pipelines to prisons, in a zero-tolerance society where students must accept a binary choice of either (1) blindly and uncritically complying with orders (which often reproduce oppression and disenfranchise kids of color, queer youth, immigrant youth, homeless youth, and others in the urban majority), (2) or dropping out of school and being cast out of social options, Jim Duignan is proposing that we have to look for a third option, and a fourth, and a fifth, and 3 million more: by creating meaningful, anti-institutional education that centers around the lives of urban youth, rebuilt from scratch in collaboration each time, mindfully embracing all of the complications of reality that mark survival tactics, he has transformed the lives of countless individual urban youth, like himself, and has been central to the creation of a network of resource sharing in the underground of civically-engaged creativity, ingenuity, and care in Chicago. This work is slow, patient, underground, durational, and built in bonds of keeping one’s word over decades.

-Rachel L. S. Harper

Nomination for the MIT Disobedience Award 2017

Contact Jim Duignan at stockyardinstitute@gmail.com"
jimduignan  mit  art  arts  education  lcproject  openstudioproject  youth 
may 2018 by robertogreco
Molly Ringwald Revisits “The Breakfast Club” in the Age of #MeToo | The New Yorker
"John’s movies convey the anger and fear of isolation that adolescents feel, and seeing that others might feel the same way is a balm for the trauma that teen-agers experience. Whether that’s enough to make up for the impropriety of the films is hard to say—even criticizing them makes me feel like I’m divesting a generation of some of its fondest memories, or being ungrateful since they helped to establish my career. And yet embracing them entirely feels hypocritical. And yet, and yet. . . . 

How are we meant to feel about art that we both love and oppose? What if we are in the unusual position of having helped create it? Erasing history is a dangerous road when it comes to art—change is essential, but so, too, is remembering the past, in all of its transgression and barbarism, so that we may properly gauge how far we have come, and also how far we still need to go.

While researching this piece, I came across an article that was published in Seventeen magazine, in 1986, for which I interviewed John. (It was the only time I did so.) He talked about the artists who inspired him when he was younger—Bob Dylan, John Lennon—and how, as soon as they “got comfortable” in their art, they moved on. I pointed out that he had already done a lot of movies about suburbia, and asked him whether he felt that he should move on as his idols had. “I think it’s wise for people to concern themselves with the things they know about,” he said. He added, “I’d feel extremely self-conscious writing about something I don’t know.”

I’m not sure that John was ever really comfortable or satisfied. He often told me that he didn’t think he was a good enough writer for prose, and although he loved to write, he notoriously hated to revise. I was set to make one more Hughes film, when I was twenty, but felt that it needed rewriting. Hughes refused, and the film was never made, though there could have been other circumstances I was not aware of.

In the interview, I asked him if he thought teen-agers were looked at differently than when he was that age. “Definitely,” he said. “My generation had to be taken seriously because we were stopping things and burning things. We were able to initiate change, because we had such vast numbers. We were part of the Baby Boom, and when we moved, everything moved with us. But now, there are fewer teens, and they aren’t taken as seriously as we were. You make a teen-age movie, and critics say, ‘How dare you?’ There’s just a general lack of respect for young people now.”

John wanted people to take teens seriously, and people did. The films are still taught in schools because good teachers want their students to know that what they feel and say is important; that if they talk, adults and peers will listen. I think that it’s ultimately the greatest value of the films, and why I hope they will endure. The conversations about them will change, and they should. It’s up to the following generations to figure out how to continue those conversations and make them their own—to keep talking, in schools, in activism and art—and trust that we care."
mollyringwald  thebreakfastclub  #MeToo  2018  film  1980s  teens  youth  identity  sexism  harassment  johnhughes  chauvinism  nationallampoon  writing  homophobia  tedmann  sexuality  sixteencandles  prettyinpink  change  harveyweinstein  adolescence  havilandmorris  insecurity  sexualharassment  misogyny  racism  stereotypes  outsiders  invisibility 
april 2018 by robertogreco
Gravis McElroy on Twitter: "hey how about that the austin bomber was a deeply mediocre white man with the most basic-ass bone-stock conservative psuedopolitics with the reek of having been culled entirely from online comments who could have predicted"
"hey how about that the austin bomber was a deeply mediocre white man with the most basic-ass bone-stock conservative psuedopolitics with the reek of having been culled entirely from online comments who could have predicted

weird. can't figure out where he got the idea to kill random people of color from. i mean he did parrot the drivel of people who i remember even in 2000 couldn't go ten minutes without saying we should kill someone for not being white. no idea where he got this idea

https://medium.com/mammon-machine-zeal/ultraviolent-flash-games-after-9-11-b416b836f28e … i was just reading this yesterday and reflecting on how teens talked online in this era

I can tell you that a tremendous number of people, a really ghastly number, spent the entirety of their teen years not going more than a few minutes without saying or hearing "kill" directed broadly at a group of people. I was in that group.

that is to say, i was in the set of people who constantly talked about killing people

that's how we talked about everything. it was the go-to. virtually any described offense was met with the response that we should kill an entire group of people. the homeless, POC, gay people, trans people, nothing garnered more than a second or two of thought

anyone, absolutely anyone the least bit different than us - mediocre white teens - needed to be killed. It's still how people talk on 4 c h a n, a time capsule permanently frozen in 2006 with all its members permanently frozen at age 20.

nothing ever changes there. nothing changes on forums in general. the world is fixed permanently in the year that people joined the forum, because everyone on the forum has spent every day since they joined the forum on the forum.

By the way, people keep saying they remember the games in that ZEAL article. I don't, but the article still hit home because there were thousands of them. Thousands upon thousands. All indistinguishable. This is what we /did/ in that time.

there was a period in the early 2000s when the response to virtually any figure entering the media cycle was the immediate release of a complete multimedia spread including images, music and games, all depicting their death or suffering.

most of this was not in response to any kind of actual thought or emotion. there was a group-hate, where the existence of nearly anything was reason to hate it. the amount of hate in teenage boys was an immeasurable constant; we had an infinite supply of it.

why were my "peers" telling me to hate boy bands in 1999? i have no idea. nobody ever explained it, it was just assumed. this was the zeitgeist, a zeitgeist that was unexamined even by teenager standards.

but this shit was very much the root of a lot of what's going on right now. at age 12 i entered the greater growing web and was immediately inducted into a community of seething, pointless hatred directed at everything

I think I would have been a nicer person if I had been stopped from going to newgrounds. I think it made me a piece of shit and an asshole and I would have stayed that way and become a real mother fucker if not for friends specifically targeting my shittiness.

Gravis McElroy Retweeted the government man [https://twitter.com/me_irl/status/976490292948951041 ]
@me_irl
hey yeah what *was* this. i can see its roots start to emerge by like the 1970s in the form of compulsory derisive juvenile "parody" versions of absolutely everything

… I have no idea. I didn't go to school for this so I'm pretty sure someone at a university has a pretty good lock on why this happened, but yeah, it's kind of an incredibly scary part of our society that I've never seen addressed in any way.

Who told 11 year olds to start casually quipping about killing Barney? I know we weren't enjoying it. It wasn't funny or fun. We felt /compelled/, it was /expected/, and i suspect the motivations were circular with no patient zero to be found.

I can't harp on this enough: Nobody was having fun. Nothing going on on Newgrounds or anywhere else that was in this vein was fun. It wasn't entertaining. Even as dipshit kids, this whole thing was strained.

There was a formula. Nobody knew where it came from, but it seemed to have been there forever. The response to /all/ cultural phenomena was to create something deeply cynical and usually violent and we were doing it like we were punching a clock. The laughs were forced.

I can't prove this. The time has passed, and at the time I had few personal friends. But what my gut told me at the time was that nobody was having a good time, I just didn't know how to read it. Now I definitely know what those feelings meant.

Gravis McElroy Retweeted [ande dooting] [https://twitter.com/quicksilvre/status/976492376645603329 ]
@quicksilvre
Right? It felt like we grew up in an age where we weren't allowed to truly, unironically like things or people

This is exactly on point. We didn't like anything. Nobody liked anything. Nobody admitted to liking anything. Liking things wasn't cool.

And that's how we now have people in their mid thirties who are only just beginning to whisper, on social media where they're ostensibly surrounded by friends, that they /might/ like anime or fantasy novels or or or. Or anything that isn't cynical

Oh btw if you want an example of something that's very very cynical, have you considered: call of shooty

First person shooters were fuckin' *there* for us, ready to swoop in and offer the cynicism we'd been raised with. Kill everything. Blow everything up. Yawn. The nihilism we'd been taught primed the *pump* for that shit.

I always come back to this when I talk about this stuff: knowing what caused this is important because we have millions of people, no, read that again, millions of people who were injured by this and don't know it and are not getting any help culturally.

Every one of them is a problem we have to solve eventually and none of us have any idea how to do that and we have to figure it out. Because we can't just write off a whole generation, "anyone who was young and online in 2000," they are our problem to deal with now.

They are here, and they are permanently angry and hate sincerity, and we actually can't coexist with them. They are turning into nazis because they don't know how not to.

It's nice to think "oh we'll just kill the nazis" but there are more ticking-time-bomb fascists that came out of this than anyone realizes. They feel alone in the world, they don't connect with anyone or anything, they have no anchors at all. They never learned how to be happy.

The fuckface who was bombing black people in Texas probably came out of this shit. He was a little young for newgrounds specifically, but I can see the path to being "radicalized by the void," if you will. becoming a monster because you were taught that becoming a person is wrong

And you know what? The internet is the problem. The internet is a huge fucking problem and we all know it, we all know it's putting shit in front of young people that they aren't ready for. And we knew it then, our parents were right about it, just not right enough.

I don't know what can possibly be done about it. No program of censorship would be right or effective or anything but counterproductive but, fuck, we can't write this off.

In my view we have a tremendous number of dangerous broken men in this nation now specifically because of the unregulated nightmare that the web was in the early 2000s and I don't know what to do with that information but I'm not going to forget it.

that was me just a few years ago. i remember it vividly. the difference between me and Them is solely that someone managed to break through the shell and teach me that it was worth it to be a person, to not sleepwalk through life.

https://medium.com/mammon-machine-zeal/ultraviolent-flash-games-after-9-11-b416b836f28e … I'm linking this again because ZEAL deserves the credit for this thread; that article prompted a lot of thought about old memories. They post a lot of insightful stuff that benefits IMO from not being produced by a massive corporate publication."



[also: https://twitter.com/gravislizard/status/976499065461469184

Newgrounds and all those other edgy early 2000s hellholes are all Superfund sites. Sad, shitty things we look back on and say "okay, okay, we fucked up," but even as the words spill out of our mouths we are pouring soil for a new development over another toxic waste dump.

They are not places of honor, no esteemed deed is commemorated there, this thread is a message and part of a system of messages, et cetera. We need to not just skip over this. What is being created /right now/ that is equivalent to those?

https://twitter.com/gravislizard/status/976497457151451136 … also i'd like to clarify this, because I meant to, or felt like i should, or something
The fuckface who was bombing black people in Texas probably came out of this shit. He was a little young for newgrounds specifically, but I can see the path to being "radicalized by the void," if you will. becoming a monster because you were taught that becoming a person is wrong

by "radicalized by the void" I mean that there is a sort of person who does not want to be a person, who hates the idea of becoming a person and the responsibility associated with it. they want nothing more than to be left alone to be mediocre.

a lot of mediocre white men, from the person vomiting slurs on 4c han to the nazis in the street, feel that society is trying to force them to reflect on themselves and /that is what they want to stop/.

It's important to acknowledge that this is true, that their perceived struggle is real, and that our intent is to not let them live the lives they want to live because they are implicitly harmful. We do not have the luxury of apathy, it invariably results in harming the innocent.

The war being fought right now is over apathy. we all know the article by now: "I Don’t Know How To Explain To You That You Should Care About … [more]
crime  masculinity  terrorism  internet  2018  2009s  9/11  children  youth  cynicism  violence  death  emotion  hate  suffering  newgrounds  socialmedia  callofduty  nihilism  mentalillness  censorship  apathy  void  self-worth  life  care  caring  society  reflection  responsibility  personhood  evil  sexism  racism  homophobia  teens 
april 2018 by robertogreco
Solidarities of Resistance: Liberation from Education: Reflections on education, colonization, and freedom | The Dominion
"In today's society, school is sometimes spoken about as a necessity for a happy life and as an inherent good. The concept of education is thought to be synonymous with learning, and separates those who are knowledgeable from those who are deficient. This is true even in radical pedagogy circles, where education is portrayed as a universal need and a means of liberation.

Only at the edges of radical movements are people calling the very concept of education into question, creating a culture of school resistance they say rejects the commodification of education and its connections to state building, and even genocide.

“Education is a concept that co-evolved with capitalist society, which has long been known by dissenters to be a tool for streamlining capital accumulation, with classrooms that resemble factory floors, and bells that mirror the break-time whistles,” says University of Victoria professor Jason Price. In his book In Lieu of Education, Ivan Illich pointed out that the word “education” only appeared in the English language in 1530, at which time it was a radical idea and a novelty.

“Schools have been functioning for some time to create students with obedient minds, rarely pondering beyond the controlled learning habits they promote,” says Dustin Rivers, an Indigenous youth from the Sḵwxwú7mesh Nation.

Before the process of education was commodified, says Rivers, “learning was present everywhere in my traditional culture. Even our word for 'human being' can be deciphered into a 'learning person'.”

Important skills were demonstrated through mentorship, and were inseparable from culture. “Some of these aspects of the traditional culture remain” says Rivers, "but it often does so in spite of institutions like schooling, politics, and occupations attempting to dissuade or direct focus towards lifestyles that don't reinforce traditional ways of life."

A look back through history indicates that the separation of learning from community and the natural world is not only intertwined with the rise of capitalism, but also with the formation of nation-states. “All nation-states practice a continual effort to homogenize, using for this purpose the institutions and particularly education,” writes Gustavo Esteva, author of Escaping Education.

In his book, Esteva notes that of the 5,000 languages left in the world, only one per cent exist in Europe and North America, the birthplace of the nation-state and where education is most prevalent. Thus, says Esteva, where education goes, culture suffers.

A Mexican study shows one impact of education on culture: In San Andres Chicahuaxtla, Oaxaca, 30 per cent of youngsters who attend school totally ignore their elders' knowledge of soil culture, and their ability to live off of the land; 60 per cent acquire a dispersed knowledge of it; and 10 per cent are considered able to sustain, regenerate, and pass it on. In contrast, 95 per cent of youngsters in the same village who do not attend school acquire the knowledge that defines and distinguishes their culture.

Schooling as a tool to homogenize Indigenous youth into national patterns is especially obvious in Canada and the United States, writes Ward Churchill in his book Kill the Indian, Save the Man. In both countries, says Churchill, genocidal policies designed to “compel the adoption of Christianity, reshape traditional modes of governance along the lines of corporate boards, and disperse native populations as widely as possible” were carried out through compulsory boarding schools. According to Churchill, these schools were administered with such vigour that the survival rate of children was roughly 50 per cent. According to the Assembly of First Nations, the last Canadian residential school closed in 1996.

“What came down through compulsory schooling was very harsh, very damaging, and very brutal for our communities,” says Rivers. “It still is to this day, because it is all a part of the assimilation process. There is a responsibility for us to find new paths, and new ways.”

“I have a lot of suspicion about the entire school model," says Matt Hern, a long time advocate for school resistance. "I think pretty much all its basic premises and constructions are suspect—bound up with a colonial and colonizing logic aimed at warehousing kids for cheap and efficient training of industrial inputs.”

School resistance is a movement that attempts to undermine dominant narratives around school, and to broaden the deschooling movement to create new ways of engaging and learning together. “I strongly believe we need counter-institutions, ones that can support people and their passions, assist different types of learning, introduce people to new subjects and experiences, pass knowledge down (and up!), provide meaningful work, pay fair wages if possible, build a community infrastructure, reach out to people from different backgrounds,” says filmmaker Astra Taylor.

There are many people in the deschooling community who are doing just that. Hern co-founded the Purple Thistle Centre with eight youth 10 years ago. Today, the Thistle is a thriving deschooling centre in Vancouver.

“We need to be building alternative social institutions—places for kids, youth and families that begin to create a different set of possibilities,” he says. “Something new that begins to describe and construct a different way of living in the world, and a different world.”

Unschooling is simply defined as life-learning. Unschoolers spend their time exploring, learning and doing their passion, often with rigour and on their own time. Unschooling does not mean anti-intellectual; in fact, according to proponents, it is the opposite. “Unschooling is that very moment when you are really sucked into something, whether it's an idea or project and you just want to study it or be involved in it, master it,” says Taylor.

There is certainly a strong emphasis on deschooling at the Thistle, but that does not mean the centre is only run and used by youth who are unschoolers. In fact, most of the youth are local schooled kids. Of the 25 youth on the collective, five are unschoolers, and a few have college degrees. Out of 200 plus youth who use the space, the ratio is the same.

The Thistle is not anti-school per se, rather it is about creating something new, according to Hern. “We wanted to rethink it all—rather than start with 'school' as the template—let’s start over entirely and create an institution that is for kids, by kids, has their thriving in mind, and takes that idea seriously, however it might look,” he says.

While there are also alternative schools with mandates aimed at undermining and changing conventional school, Hern says they are often part of the problem. “These schools are inevitably lovely, nurturing inspiring places, but if they are providing one more great opportunity for the most privileged people in world history, then they are regressive, not progressive projects. They are making the fundamental inequities of the world worse.”

Even the schools that challenge that status quo in a meaningful way are subject to corporate and government interference, he says. Although Taylor and Hern describe deschooling as a collective, grassroots effort, it is still very much on the fringe of society and social consciousness. The reasons are many; primary is the belief that school is inherently good for us.

“The stigma around drop-outs and incomplete graduations is daunting, and you rarely hear of a positive outlook on leaving school,” says Rivers. Despite this, he left school and became a thriving unschooler who has spent the past few years reconnecting and building his community. He currently runs Squamish Language workshops for his community on his reserve.

Indigenous people face an especially difficult stigma for resisting school. Cheyenne La Vallee, from the Sḵwxwú7mesh Nation, also left school to become an unschooler. “It’s considered shameful if you don't finish high school,” she says. “In my experience, I did face a lot of resistance to the idea of unschooling from family members and friends.”

La Vallee knew that schooling and colonization went hand in hand, but she had never "thought it through that the act of unschooling can be a direct link to begin the process of decolonization.”

“Once I left school I found a deep love for my family and myself, my community and culture, life and my landbase, where I got to actually learn my culture, language and land," says La Vallee. "Going back to my land taught me about how my ancestors lived and I saw that as a way to decolonize.”

“As an unschooler I felt very empowered as a citizen—I volunteered, I wrote a zine, I protested, I read widely, I made stuff—but when I briefly attended public high school I suddenly became a student, my interests were compartmentalized and my sense of agency was dramatically diminished," says Taylor.

Schools can be a barrier to ones own cultures and values. “School does everything in its power to make you feel disempowered and ashamed for being Indigenous, for being a youth, for being alive,” says La Vallee.

But leaving school isn't easy for many to imagine. “Narrowly describing de/unschooling as simply 'getting out of school' tends to privilege those with resources, time and money. Generally, middle-class, two-parent, white families,” says Hern.

The same can be said for homeschooling, says Hern. “I think there are some things that many schools do well and are worth considering and respecting. Schools tend to put a lot of different kids together and when you're there you are forced to learn to deal with difference: people who don’t look, act, think or behave like you do. That’s really important, and often deschoolers end up hanging out with a lot of people who are very similar to themselves.” Which is why he thinks deschooling needs to be a form of active solidarity and activism.

An important … [more]
carlabergman  mikejobrownlee  gustavoesteva  2010  resistance  liberation  education  unschooling  deschooling  vancouver  britishcolumbia  indigeneity  indigenous  society  learning  capitalism  accumulation  jasonprice  ivanillich  obedience  mentorship  culture  wardchuchill  genocide  firstnations  matthern  schools  schooling  purplethistlecentre  alternative  lcproject  openstudioproject  youth  grassroots  decolonization  homeschool  difference  activism  solidarity 
march 2018 by robertogreco
Why Norway Is So Good at the 2018 Winter Olympics | Time
"But a distinctly Norweigan rule for their youth sports may strike a particular chord with many Americans. (This one included: I’m a youth sports parent, and wrote a TIME cover story on the booming kid sports industry last summer).

Ovrebo says that in Norway, organized youth sports teams cannot keep score until they are 13. “We want to leave the kids alone,” says Ovrebo. “We want them to play. We want them to develop, and be focused on social skills. They learn a lot from sports. They learn a lot from playing. They learn a lot from not being anxious. They learn a lot from not being counted. They learn a lot from not being judged. And they feel better. And they tend to stay on for longer.”"
norway  sports  play  games  winterolympics  olympics  2018  children  youth  judgement  competition  confidence  anxiety 
february 2018 by robertogreco
The Culture of Childhood: We’ve Almost Destroyed It
[previously posted here: https://www.psychologytoday.com/blog/freedom-learn/201609/biological-foundations-self-directed-education ]

"Children learn the most valuable lessons with other children, away from adults."



"I don’t want to trivialize the roles of adults in children’s lives, but, truth be told, we adults greatly exaggerate our roles in our theories and beliefs about how children develop. We have this adult-centric view that we raise, socialize, and educate children.

Certainly we are important in children’s lives. Children need us. We feed, clothes, shelter, and comfort them. We provide examples (not always so good) of what it’s like to be an adult. But we don’t raise, socialize, or educate them. They do all that for themselves, and in that process they are far more likely to look to other children than to us adults as models. If child psychologists were actually CHILD psychologists (children), theories of child development would be much less about parents and much more about peers.

Children are biologically designed to grow up in a culture of childhood.
Have you ever noticed how your child’s tastes in clothes, music, manner of speech, hobbies, and almost everything else have much more to do with what other children she or he knows are doing or like than what you are doing or like? Of course you have. Children are biologically designed to pay attention to the other children in their lives, to try to fit in with them, to be able to do what they do, to know what they know. Through most of human history, that’s how children became educated, and that’s still largely how children become educated today, despite our misguided attempts to stop it and turn the educating job over to adults.

Wherever anthropologists have observed traditional cultures and paid attention to children as well as adults, they’ve observed two cultures, the adults’ culture and the children’s culture. The two cultures, of course, are not completely independent of one another. They interact and influence one another; and children, as they grow up, gradually leave the culture of childhood and enter into the culture of adulthood. Children’s cultures can be understood, at least to some degree, as practice cultures, where children try out various ways of being and practice, modify, and build upon the skills and values of the adult culture.

I first began to think seriously about cultures of childhood when I began looking into band hunter-gatherer societies. In my reading, and in my survey of anthropologists who had lived in such societies, I learned that the children in those societies — from roughly the age of four on through their mid teen years — spent most of their waking time playing and exploring with groups of other children, away from adults (Gray, 2012, also here). They played in age-mixed groups, in which younger children emulated and learned from older ones. I found that anthropologists who had studied children in other types of traditional cultures also wrote about children’s involvement in peer groups as the primary means of their socialization and education (e.g. Lancy et al, 2010; Eibl-Eibesfeldt, 1989). Judith Harris (1998), in a discussion of such research, noted that the popular phrase It takes a village to raise a child is true if interpreted differently from the usual Western interpretation. In her words (p 161): “The reason it takes a village is not because it requires a quorum of adults to nudge erring youngsters back onto the paths of righteousness. It takes a village because in a village there are always enough kids to form a play group.”

I also realized, as I thought about all this, that my own childhood, in Minnesota and Wisconsin in the 1950s, was in many ways like that of children in traditional societies. We had school (which was not the big deal it is today) and chores, and some of us had part time jobs, but, still, most of our time was spent with other children away from adults. My family moved frequently, and in each village or city neighborhood to which we moved I found a somewhat different childhood culture, with different games, different traditions, somewhat different values, different ways of making friends. Whenever we moved, my first big task was to figure out the culture of my new set of peers, so I could become part of it. I was by nature shy, which I think was an advantage because I didn’t just blunder in and make a fool of myself. I observed, studied, practiced the skills that I saw to be important to my new peers, and then began cautiously to enter in and make friends. In the mid 20th century, a number of researchers described and documented many of the childhood cultures that could be found in neighborhoods throughout Europe and the United States (e.g. Opie & Opie, 1969)."



"Children learn the most important lessons in life from other children, not from adults.
Why, in the course of natural selection, did human children evolve such a strong inclination to spend as much time as possible with other children and avoid adults? With a little reflection, it’s not hard to see the reasons. There are many valuable lessons that children can learn in interactions with other children, away from adults, that they cannot learn, or are much less likely to learn, in interactions with adults. Here are some of them.

Authentic communication. …

Independence and courage. …

Creating and understanding the purpose and modifiability of rules. …

The famous developmental psychologist Jean Piaget (1932) noted long ago that children develop a more sophisticated and useful understanding of rules when they play with other children than when they play with adults. With adults, they get the impression that rules are fixed, that they come down from some high authority and cannot be changed. But when children play with other children, because of the more equal nature of the relationship, they feel free to challenge one another’s ideas about the rules, which often leads to negotiation and change in rules. They learn in this this way that rules are not fixed by heaven, but are human contrivances to make life more fun and fair. This is an important lesson; it is a cornerstone of democracy.

Practicing and building on the skills and values of the adult culture. …

Getting along with others as equals."



"The adult battle against cultures of childhood has been going on for centuries.

Hunter-gatherer adults seemed to understand that children needed to grow up largely in a culture of childhood, with little adult interference, but that understanding seemed to decline with the rise of agriculture, land ownership, and hierarchical organizations of power among adults (Gray, 2012). Adults began to see it as their duty to suppress children’s natural willfulness, so as to promote obedience, which often involved attempts to remove them from the influences of other children and subordinate them to adult authority. The first systems of compulsory schooling, which are the forerunners of our schools today, arose quite explicitly for that purpose.

If there is a father of modern schools, it is the Pietist clergyman August Hermann Francke, who developed a system of compulsory schooling in Prussia, in the late 17th century, which was subsequently copied and elaborated upon throughout Europe and America. Francke wrote, in his instructions to schoolmasters: “Above all it is necessary to break the natural willfulness of the child. While the schoolmaster who seeks to make the child more learned is to be commended for cultivating the child’s intellect, he has not done enough. He has forgotten his most important task, namely that of making the will obedient.” Francke believed that the most effective way to break children’s wills was through constant monitoring and supervision. He wrote: “Youth do not know how to regulate their lives, and are naturally inclined toward idle and sinful behavior when left to their own devices. For this reason, it is a rule in this institution [the Prussian Pietist schools] that a pupil never be allowed out of the presence of a supervisor. The supervisor’s presence will stifle the pupil’s inclination to sinful behavior, and slowly weaken his willfulness.” [Quoted by Melton, 1988.]

We may today reject Francke’s way of stating it, but the underlying premise of much adult policy toward children is still in Francke’s tradition. In fact, social forces have conspired now to put Francke’s recommendation into practice far more effectively than occurred at Francke’s time or any other time in the past. Parents have become convinced that it is dangerous and irresponsible to allow children to play with other children, away from adults, so restrictions on such play are more severe and effective than they have ever been before. By increasing the amount of time spent in school, expanding homework, harping constantly on the importance of scoring high on school tests, banning children from public spaces unless accompanied by an adult, and replacing free play with adult-led sports and lessons, we have created a world in which children are almost always in the presence of a supervisor, who is ready to intervene, protect, and prevent them from practicing courage, independence, and all the rest that children practice best with peers, away from adults. I have argued elsewhere (Gray, 2011, and here) that this is why we see record levels of anxiety, depression, suicide, and feelings of powerlessness among adolescents and young adults today.

The Internet is the savior of children’s culture today

There is, however, one saving grace, one reason why we adults have not completely crushed the culture of childhood. That’s the Internet. We’ve created a world in which children are more or less prevented from congregating in physical space without an adult, but children have found another way. They get together in cyberspace. They play games and communicate over the Internet. They create their own rules and culture and ways of being with others over … [more]
childhood  culture  learning  children  play  rules  age  adults  parenting  schools  petergray  2016  sfsh  openstudioproject  lcproject  self-directed  self-directedlearning  games  unschooling  deschooling  society  behavior  howwelearn  democracy  change  practice  communication  autonomy  online  internet  web  authenticity  courage  hunter-gatherers  augusthermannfrancke  obedience  willfulness  youth  generations  jeanpiaget  ionaopie  peteropie  psychology  anthropology  peers 
january 2018 by robertogreco
Disengaged by Design: The Neoconservative War on Youth - Long View on Education
"So, my broad argument is that no, students are not disengaged because schools are stuck in the past, but because schools are caught in the present strong current of policies that constantly re-shape and re-design schools – and life more broadly – to civically and politically disengage youth. To wage a war on them."



"So what’s the war on youth?
Peterson is an example of what I have in mind when I talk about the ‘war on youth’, a phrase which comes from Henry Giroux. In the neoconservative attack, youth are triply marginalised because it is claimed:

• they don’t know anything
• they are ‘fragile snowflakes’ and ‘play victim’
• they are dangerous to free speech (read: dangerous to the identity politics of wealthy white men)

These attacks are always racist and sexist, directed against people who are poor and the most marginalised and vulnerable.

The war on youth is an attack on class:

Tuition fees, re-introduced by Blair in 1998 at £1,000 pounds, tripled in 2004, at which point Michael Gove called people who objected “fools”: “anyone put off from attending a good university by fear of that debt doesn’t deserve to be at any university in the first place” (Finn, p. 7) Tuition fees then tripled again ten years later to over £9,000.

The war on youth is an attack on the differently abled:

Guardian 2013: “…the charity Contact A Family suggests that some schools are regularly making unlawful exclusions. The charity’s survey of over 400 families of children with disabilities or additional needs found that 22% are illegally excluded once a week and 15% every day (for part of the day).”

And the war on youth is an attack on people of colour:

Schools week Oct 2017: “School exclusions data shows that pupils from black Caribbean backgrounds are three times more likely to be excluded than white pupils, at a rate of 0.29 per cent compared to a rate of 0.1 per cent. Pupils from Irish traveller or Roma/gypsy backgrounds have the highest rate of exclusions of any ethnic group, at 0.49 per cent and 0.33 per cent respectively.”"



"So why call all these attacks ‘neoconservative’?

As Michael Apple argues, neoconservativism is about two things: a “return” – British values, authority, testing, high standards, patriotism – and it’s also about a fear of the “other.”

In an interview with Spiked about “the crisis of authority of the classroom,” Tom Bennett says there is a “chronic” “crisis of adult authority” in the broader culture and classroom, and he believes children want a restoration of adult authority because they are “waiting to be told what to do.” He is concerned that not teaching about “cultural legacy” might “endanger civilisation.”1

In fact, according to Stephen J Ball, the Coalition government and Gove married a lot of neoliberal and neoconservative doctrines. Typically, neoliberals emphasise the free market and privatisation without the explicit agenda for cultural reform (a return to British values). They also typically place more emphasis on global competitiveness that neoconservatives do through their future proofing agenda. But, Gove wove these two strands together.

In both cases, neoconservativism and neoliberalism form a narrative about who is valuable. As Lord Nash said about British Values (2014) “A key part of our plan for education is to ensure children become valuable and fully rounded members of society.”

What would it mean to be a non-valuable member of society? To be a surplus, disposable? To have no hope in a meritocracy?

The overarching narrative that connects the global education reform movement – Gove in the UK, to the OECD, WeF and the Davos crowd – is one values human capital. If schools can produce better human capital, the GDP rise and country will prosper.

The human capital narrative also privatises responsibility: If you fall out of work, it’s up to you to up-skill your human capital. Gert Biesta has pointed out how the right to lifelong education was replaced in the early 1990s with a responsibility for lifelong learning. Of course, as Thomas Piketty points out, humans aren’t literally capital – and he doesn’t use the phrase – unless you are talking about chattel slavery.

Now, in that context – an obsession with improving human capital, the human stock – and the neoconservative framing of society as a level playing-field, a meritocracy, the resurgent of a neohereditarian obsession with the genetics of IQ begins to makes sense."



"In Creative Schools (2015), Ken Robinson acknowledges the “blight of unemployment” that affects “young people that have done everything expected of them and graduated from college” and even that many graduates are underemployed in jobs that don’t require a degree. But rather than conclude that the economy has broken the agreement, Robinson blames schools – and youth. “There is an ever-widening skills gap between what schools are teaching and what the economy actually needs. The irony is that in many countries there’s plenty of work to be done, but despite the massive investments in education, too many people don’t have the skills needed to do it.”

The debunked idea that there is a ‘skills gap’ further marginalises youth – it turns them into an economic problem rather than source of hope. Moreover, framing the purpose of education – even creative education – so strictly in the confines of what businesses demand is short sighted and alienating.

But I do want to leave you with some reason for hope, and I think it’s located precisely where the ‘factory model’ idea about schools misses an important reality.

If students were really being disengaged by ‘factory model’ schools, in effect, kept down and repressed by a school structure that hasn’t changed in 150 years, then the reactionary force of neoconservatives like Peterson would make no sense. They’d have nothing to worry about if kids were being trained to follow instructions and take their place in an industrial hierarchy. But people like Peterson are worried precisely because youth are critically engaged in ways that might actually topple hierarchies. Schools and classrooms might in some – and perhaps – many cases be places for radical hope.

The more neoconservatives think we are doing something dangerous for youth, the more we know we’re on to something."
benjamindoxtdator  2018  neoliberalism  latecapitalism  schools  education  youth  class  race  racism  ableism  eugenics  getbiesta  economics  humancapital  rocketshipschools  altschool  stephenball  tombennett  cathynewman  daviddidau  meritocracy  stefanmolyneux  tobyyoung  johohnson  siliconvalley  kenrobinson  charlottechadderton  neoconservatives  neoconservativism  henrygiroux  michaelgove  stephenjaygould  richardvalencia  dominiccummings  benvandermerwe  jamesthompson  andrewsabinsky  jimal-khalili  barrysmith 
january 2018 by robertogreco
How teen-focused design can help reshape our cities - Curbed
"Sometimes it seems like there is nowhere for teens to be. Here’s what they are doing about it"



"A decade ago, skateparks also tended to be bounded, purpose-built environments that skaters nicknamed “exercise yards.” Today the boundaries are often more fluid, at least between a public park and the skate park. In Tacoma, rather than a 10,000-square-foot skatepark, the city built a few skate spots in a park and, in downtown Wright Park, made the semi-circular benches around the “sprayground” skateable with steel edges rather than defending them with steel knobs. In Emeryville, California, there’s a skate path, with bowls, bumps and rails spread out over a recreational corridor (provoked, it must be said, by the demolition of a DIY skate park).

These designs simulate the thrill of the streets where skateboarding began and, some skateboarders insist, it belongs. In Red Hook, the new park will stay connected to the city, and be protected by more eyes, because it will still serve as a pass-through for residents walking north.

******

Many of the teens’ suggestions, coast to coast, just seem like good sense for people of any age: seating, green space, recreation zonesclose to public transportation, an adult nearby should something happen (but not operating under a state of constant surveillance), longer and later hours. Teens are people too! These projects harness their energy, their ideas and their persuasive powers so that the education goes both ways: teens learn how to advocate for themselves on the city stage, adults learn what it is that a famously uncommunicative demographic needs.

I like Rich’s formulation of teenagers as a febrile, emotional version of adults, not yet disappeared inside a carapace of car, phone, job, gym. The skateboarders and the snackers, the watchers and the players are all alive to the built environment."
alexandralange  architecture  design  urbanism  urban  skateboarding  skateboards  skating  teens  youth  urbanplanning  cities  activism  civics  publicspace  edhook  nyc  booklyn  emeryville  skateparks  parks 
january 2018 by robertogreco
Beyond Prisons #19: Hope Is A Discipline feat. Mariame Kaba
"In Episode 19 of Beyond Prisons, hosts Brian Sonenstein and Kim Wilson catch up with activist, writer, and educator Mariame Kaba.

Mariame shares her experiences advocating on behalf of Bresha Meadows, a teenage girl who killed her abusive father and was detained while facing the possibility of trial as an adult and a lifetime of incarceration. She recount’s Bresha’s story and explains how activists worked to make sure the family’s needs were met and help them navigate the collateral consequences of detention, including an enormous financial burden and the shame and stigma that makes people internalize their struggle.

Mariame explains how children who are abused face limited options and harsh punishment for trying to escape their abusers and even harsher punishment for defending themselves. She talks about the racialized aspect of this arrangement, and how black children are dehumanized and not seen as children but as criminals in training.

She discusses the work that Survived and Punished put into assembling a tool kit to help people who are victims of abuse and are criminalized for survival actions. The tool kit has information on what the group thinks works for supporting immigrant survivors, trans survivors, how to engage with the media and legal teams, how to raise money and build a base of support, and more. Their website also has interviews and videos that provide more information.

Mariame reacts to a common question asked of abolitionists, which is what to do about people who have caused serious harm to others. She talks about the fear of criminals in society and the severe misperceptions among the public of who is incarcerated and what it means to be in prison. The effectiveness of prison as a tool to fight sexual violence, murder, and other serious crimes is questioned.

The conversation continues with Mariame’s view of abolition as a collective project that embraces people who sense there is a problem with American institutions and are interested in figuring out what to do about it. She explains what she means when she says hope is a discipline, not an emotion or sense of optimism, and how this informs her organizing. Self care is examined as a community project. Finally, Mariame shares what books are on her shelf and what she’s reading right now.

Mariame Kaba is an organizer, educator, and curator. Her work focuses on ending violence, dismantling the prison industrial complex, transformative justice, and supporting youth leadership development. She is the founder and director of Project NIA, a grassroots organization with a vision to end youth incarceration. She was a member of the editorial board for Violence Against Women: An International and Interdisciplinary Journal from January 2003 to December 2008. She was a founding advisory board member of the Chicago Community Bond Fund and she’s a member of the Critical Resistance community advisory board. Kaba currently organizes with the Survived and Punished collective and, in addition to organizing and serving many other organizations, she is an educator and also runs the blog Prison Culture."
mariamekaba  children  youth  incarceration  briansonenstein  kimwilson  abuse  breshameadows  prison  violence 
january 2018 by robertogreco
Inside MS-13 - Latino USA
"President Trump has been talking a lot lately about MS-13, a street gang that started in California and spread to Central America. But what is the real story behind the gang? Latino USA takes a deep dive into MS-13, from the gang’s origins in Los Angeles, to the economic motor that powers them in Central America, to a string of brutal murders in Long Island, New York. Plus, the other reason why the administration is talking about MS-13 these days: politics."



"Where Is MS-13 Really From? Hint: Not Central America"
http://latinousa.org/2017/08/11/ms-13-really-hint-not-central-america/

"In recent weeks, President Trump and his administration have been talking a lot about the MS-13 gang, often linking its criminal activities with illegal immigration from Central America.

Indeed, over the last two decades, warring between MS-13 and the 18th Street gang has risen to out-of-control levels of violence in El Salvador, Honduras and Guatemala.

Yet the roots of Central America’s gang problem lie far away, in Los Angeles, where both MS-13 and 18th Street were born. The gangs were formed by young, alienated immigrants who struggled to adapt to hostile neighborhoods in L.A. In the ‘90s, the LAPD worked with immigration authorities to deport undocumented gang members, eventually deporting tens of thousands of criminals to Central America.

Once the gangs were installed in Central America, repressive policing policies known as the mano dura unintentionally worsened the problem. Mass incarceration of young kids from street cliques alongside hardened criminals turned prison into a finishing school for gang members.

In this segment, we explore the history of the Central American gang problem through a man who lived it firsthand. Alex Sanchez is a former MS-13 member who leads the Los Angeles office of Homies Unidos, a non-profit that helps gang members integrate into society."



"MS-13: Why Long Island, Why Now?"
http://latinousa.org/2017/08/11/ms-13-long-island-now/

"MS-13 has been making headlines recently, and attracting the Trump Administration’s attention, largely because of a string of youth murders in Suffolk County, New York. Since January 2016, MS-13 is suspected to be involved in 17 murders in Suffolk County—approximately 38% of all homicides during that time period.

Part of the tragedy is that migrants from Central America come to places like Suffolk County to flee exactly the kind of violence they are now facing. Law enforcement is stuck between trying to work with the community to prevent violence and the Trump administration’s deportation rhetoric which keeps undocumented people from coming forward with information.

Liz Robbins, an immigration reporter for The New York Times, joins us to talk about the gangs murders in Suffolk County, why the area is a hot bed for MS-13 violence, and how law enforcement has responded."



"What Does It Feel Like to Be Called an ‘Animal’? A Former MS-13 Member Speaks Out"
http://latinousa.org/2017/08/11/feel-like-called-animal-former-ms-13-member-speaks/

"Gerardo Lopez was born in Los Angeles to Argentinean and Mexican parents, and he joined MS-13 when he was 14 years old. He has since left MS-13, and now serves as Director of the Denver chapter of Homies Unidos, an anti-gang violence organization.

Lopez discusses what the constant news coverage of MS-13 feels like to someone with deep connections to the gang, and how this seems particularly different in President Trump’s America.

An extended version of this conversation is available on our sister podcast, In The Thick, a show about race, culture, and politics from a POC perspective. You can find it in your podcast feed or at InTheThick.org."



"How MS-13 Makes Money"
http://latinousa.org/2017/08/11/ms-13-makes-money/

"The economic motor that supports gangs in Honduras isn’t drug trafficking, kidnappings or prostitution rings, it’s something much more simple and insidious: extortion.

No sector of the economy suffers from gang extortion quite like bus and taxi drivers. If you are a bus driver, there’s something that will happen every so often where you are stopped at an intersection. A kid will come up to you and hand you a cell phone. Then, the guy on the other end of the line will say, “Hi, I’m calling from such-and-such a gang. And if you want to keep driving this route, you have to pay me money every single week. Or else we will kill you.”

Every month in Honduras, there are probably a few million dollars that come out of hardworking people’s paychecks and into the pockets of gang members. Over 40 bus drivers were murdered by gangs this year alone for not paying up.

On top of the terrible human toll, extortion is a major drag on the Honduran economy. And it’s getting worse and worse. Latino USA’s Marlon Bishop reports on this bloody industry from Tegucigalpa, the Honduran capital."
ms-13  california  losangeles  centralmerica  elsalvador  gangs  longisland  newyork  donaldtrump  politics  policy  immigration  via:felipemartinez  youth  isolation  violence  restortativejustice  prisons  2017  honduras 
august 2017 by robertogreco
Autumn Peltier | I am Indigenous - YouTube
[See also: "I am Indigenous"
http://www.cbc.ca/news2/interactives/i-am-indigenous-2017/
From across this land, the people you are about to meet see a brighter future for all Canadians. Their personal journeys and stories are different, but are all connected by heritage and pride. As Canada marks a historical occasion, their roots and culture go well beyond 150 years. For them, this is a time to look back, and to also look forward. They are trailblazers, innovators, leaders and deeply proud to be Indigenous.

"Meet Autumn Peltier — the 12-year-old girl who speaks for water"
http://www.cbc.ca/2017/meet-autumn-peltier-the-12-year-old-girl-who-speaks-for-water-1.4168277

"Autumn Peltier Talks Pipelines | APTN News"
https://www.youtube.com/watch?v=wEDqbzLFOlc
She's only 12 years old, but Autumn Peltier of Wikwemikong Unceded Territory on Manitoulin Island in Ontario is already building her legacy of fighting for clean water.

A day after presenting Prime Minister Justin Trudeau with a gift, Peltier herself was given time at the Assembly of First Nations Special Chiefs Assembly to have her say about pipelines and clean water.
]
autumnpeltier  2017  classideas  water  environment  youth  voice  indigenous  firstnations  canada 
july 2017 by robertogreco
Study: Poor Kids Who Believe in Meritocracy Suffer - The Atlantic
"A new study finds that believing society is fair can lead disadvantaged adolescents to act out and engage in risky behavior."



"Brighton Park is a predominantly Latino community on the southwest side of Chicago. It’s a neighborhood threatened by poverty, gang violence, ICE raids, and isolation—in a city where income, race, and zip code can determine access to jobs, schools, healthy food, and essential services. It is against this backdrop that the Chicago teacher Xian Franzinger Barrett arrived at the neighborhood’s elementary school in 2014.

Recognizing the vast economic and racial inequalities his students faced, he chose what some might consider a radical approach for his writing and social-studies classes, weaving in concepts such as racism, classism, oppression, and prejudice. Barrett said it was vital to reject the oft-perpetuated narrative that society is fair and equal to address students’ questions and concerns about their current conditions. And Brighton Elementary’s seventh- and eighth-graders quickly put the lessons to work—confronting the school board over inequitable funding, fighting to install a playground, and creating a classroom library focused on black and Latino authors.

“Students who are told that things are fair implode pretty quickly in middle school as self-doubt hits them,” he said, “and they begin to blame themselves for problems they can’t control.”

Barrett’s personal observation is validated by a newly published study in the peer-reviewed journal Child Development that finds traditionally marginalized youth who grew up believing in the American ideal that hard work and perseverance naturally lead to success show a decline in self-esteem and an increase in risky behaviors during their middle-school years. The research is considered the first evidence linking preteens’ emotional and behavioral outcomes to their belief in meritocracy, the widely held assertion that individual merit is always rewarded.

“If you’re in an advantaged position in society, believing the system is fair and that everyone could just get ahead if they just tried hard enough doesn’t create any conflict for you … [you] can feel good about how [you] made it,” said Erin Godfrey, the study’s lead author and an assistant professor of applied psychology at New York University’s Steinhardt School. But for those marginalized by the system—economically, racially, and ethnically—believing the system is fair puts them in conflict with themselves and can have negative consequences.

“If the system is fair, why am I seeing that everybody who has brown skin is in this kind of job? You’re having to think about that … like you’re not as good, or your social group isn’t as good,” Godfrey said. “That’s the piece … that I was trying to really get at [by studying] these kids.”

The findings build upon a body of literature on “system justification”—a social-psychology theory that believes humans tend to defend, bolster, or rationalize the status quo and see overarching social, economic, and political systems as good, fair, and legitimate. System justification is a distinctively American notion, Godfrey said, built on myths used to justify inequities, like “If you just work hard enough you can pull yourself up by your bootstraps … it’s just a matter of motivation and talent and grit.” Yet, as she and her colleagues discovered, these beliefs can be a liability for disadvantaged adolescents once their identity as a member of a marginalized group begins to gel—and once they become keenly aware of how institutional discrimination disadvantages them and their group."



"David Stovall, professor of educational-policy studies and African American studies at University of Illinois at Chicago, said the paper is a confirmation of decades of analysis on the education of marginalized and isolated youth. It’s a “good preliminary piece” that lays the foundation for more academic study of historically disenfranchised adolescents and their motivations, he said.

“If young folks see themselves being discriminated against, they’ve been told that a system is fair, and they experience things that are unfair, they will begin to reject this particular system and engage in behaviors that will not be to their betterment,” he explained. Stovall said it’s critical to guide young people from “defiant resistance”—defying what they’ve learned to be untrue regarding a just and fair system for all—to “transformative resistance”—developing a critical understanding of the historical context of U.S. society. Educators, he said, play a crucial role in this work.

“We have to ask different questions around school,” he said. “Does [school] contribute further to our [students’] marginalization and oppression? Is it just about order, compliance, and white normative standards that marginalized young folks of color don’t measure up to because the structure never intended for them to measure up?” He also warned educators and youth of color to be prepared for pushback, highlighting the current legal battle over the ethnic-studies ban in Tucson public schools despite its proven academic benefits.

Mildred Boveda, an assistant education professor at Arizona State University, likewise said the findings hold important implications for both teachers and teacher education. “This is of great consequence to … teachers who may think they are protecting children by avoiding conversations about systems of oppressions,” she said, emphasizing that the onus is also on teacher-prep programs to ensure aspiring educators know how to address these controversial topics.

Given her recent experience teaching fifth-graders in Miami-Dade, Florida, Boveda disagrees with the researchers’ notion that sixth-graders lack a full understanding of social hierarchies. Her students on the brink of middle school, she noted, were hyper-aware of social inequalities. Still, she sees valuable insights in the data.

“Unlike the majority of the teaching workforce, I once fit the demographics of the students in this study,” she said, alluding to the fact that more than 80 percent of public-school teachers are white. “I will admit that it sometimes felt risky to tackle these difficult conversations, but this [research] underscores why we cannot equivocate when it comes to preparing our children to face injustices.”"
melindaanderson  meritocracy  inequality  xianfranzingerbarrett  2017  race  racism  eringodfrey  education  schools  systemjustification  statusquo  society  grit  americandream  bootstraps  davidstovall  oppression  defince  resistance  mildredboveda  youth  adolescence  classism  stereotypes 
july 2017 by robertogreco
Civil Labs
"Civil Labs is a social enterprise that cultivates young leaders with an entrepreneurial mindset.

We empower youth of color to make change in their community, and give them the resources to do so.

Our Oakland-based social enterprise is creating an inclusive entrepreneurship ecosystem for young people of color. We launch ventures that create immersive learning experiences for young people to develop their collaborative ability, maturity, leadership, and perseverance.
Big Idea

Create immersive learning opportunities that use entrepreneurship and design thinking to engage the hands, minds, and hearts of young people of color in imagining and realizing a more just and inclusive future for themselves and their communities. We are not about creating the next great entrepreneur per se. We are about working with young people to reframe the way that they see their community, and the problems and opportunities within it. With one foot in childhood and another in adulthood, adolescent youth are uniquely placed to access the intellectual agility and creative capacity to dream big and accept bold ideas at face value. Given a safe space to dream, they have immense potential to imagine beautiful new futures. We want all young people to realize that the future they see is not conceptual but one that they can shape and own.
Portfolio

In 2016 we launched two ventures: a charitable after-school youth program and a for-profit artisanal food business. We have also been incubating a social impact real estate development for a commercially viable community center since 2014.

Youth Startup Lab
Youth Startup Lab, our food entrepreneurship program, develops the entrepreneurial mindset in middle school youth of color. Participants design a food business over 10-weeks. The after-school program is delivered at partner youth centers in Oakland.

TRUE POPS
true pops, is our first youth-focused small business. true pops exists to create good jobs for youth of color. true pops makes handmade, local, organic, frozen treats.

FOOD COMMUNITY CENTER
Civil Labs Oakland, is our vision for a commercially viable community center. We plan to convert a light industrial property into a vibrant space for food production and learning consisting of commercial kitchens for growing food artisans and a learning kitchen for youth programming.

"Collaboration is critical to success for individuals, and the economy."

Our Story

We founded Civil Labs in response to the economic shifts occurring in the San Francisco Bay Area, and the disproportionately negative effects of these changes on long-time residents of color. We wondered: how might communities of color better benefit from the upside of economic growth? We believe one answer lies in the inherent creative potential of young people. Civil Labs works to amplify the potential of young people to change their communities by giving them the resources to do so: educational opportunities to learn about entrepreneurship and craft; places where youth of color feel welcomed and can put their creative potential to work; good jobs that pay well and expose young people to the design and operation of a community business.

We are proudly based in Oakland. We believe in an Oakland where youth of color are increasingly recognized as social and cultural innovators and as leaders of change. We believe this vision for Oakland can become an inspiration for cities across the country."
oakland  youth  education  community  lcproject  openstudioproject 
june 2017 by robertogreco
Peer Resources | San Francisco
"Our Mission

Peer Resources creates just change in our schools and communities through the leadership of young people supporting, training, and advocating for each other.

Our Values

• Leadership opportunities for youth who do not normally get the chance to lead
• Increasing youth voice
• Peer to peer support, training and advocacy
• Just change*
• Institutional change
• Restorative practices
• Putting love in action

*We define “just change” as action toward justice; transformative resistance

Our Goals

Students are empowered as agents of change
Schools are transformed institutions"
sanfrancisco  education  socialjustice  restorativepractices  leadership  change  youth  edg 
june 2017 by robertogreco
The Amazing, Tumultuous, Wild, Wonderful, Teenage Brain - Mindful
"Brain changes during the early teen years set up four qualities of our minds during adolescence: novelty seeking, social engagement, increased emotional intensity, and creative exploration. There are changes in the fundamental circuits of the brain that make the adolescent period different from childhood. Each of these changes is necessary to create the important shifts that happen in our thinking, feeling, interacting, and decision-making during adolescence.

NOVELTY SEEKING emerges from an increased drive for rewards in the circuits of the adolescent brain that creates the inner motivation to try something new and feel life more fully, creating more engagement in life.

Downside: Sensation seeking and risk taking that overemphasize the thrill and downplay the risk resulting in dangerous behaviors and injury. Impulsivity can make an idea turn into an action with a pause to reflect on the consequences.

Upside: Being open to change and living passionately develop into a fascination for life and a drive to design new ways of doing things and living with a sense of adventure.

SOCIAL ENGAGEMENT enhances peer connectedness and creates new friendships.

Downside: Teens isolated from adults and surrounded only by other teens have increased-risk behavior, and the total rejection of adults and adult knowledge and reasoning increases those risks.

Upside: The drive for social connection leads to the creation of supportive relationships that are the research-proven best predictors of well-being, longevity, and happiness throughout the life span.

INCREASED EMOTIONAL INTENSITY gives an enhanced vitality to life.

Downside: Intense emotion may rule the day, leading to impulsivity, moodiness, and extreme sometimes unhelpful reactivity.

Upside: Life lived with emotional intensity can be filled with energy and a sense of vital drive that give an exuberance and zest for being alive on the planet.

CREATIVE EXPLORATION with an expanded sense of consciousness. An adolescent’s new conceptual thinking and abstract reasoning allow questioning of the status quo, approaching problems with “out of the box” strategies, the creation of new ideas, and the emergence of innovation.

Downside: Searching for the meaning of life during the teen years can lead to a crisis of identity, vulnerability to peer pressure, and a lack of direction and purpose.

Upside: If the mind can hold on to thinking and imagining and perceiving the world in new ways within consciousness, of creatively exploring the spectrum of experiences that are possible, the sense of being in a rut that can sometimes pervade adult life can be minimized and instead an experience of the “ordinary being extraordinary” can be cultivated. Not a bad strategy for living a full life!"
teens  sfsh  adolescence  youth  brain  novelty  creativity  engagement  bahavior  psychology  social  risk  risktaking  emotions  consiousness  vulnerability  peerpressure 
may 2017 by robertogreco
Picting, not Writing, is the Literacy of Today’s Youth -- THE Journal
[full page format: https://thejournal.com/Articles/2017/05/08/Picting-Not-Writing.aspx?p=1 ]

[goes with http://robertogreco.tumblr.com/post/54488126022/future-communications ]

"Two interesting observations:

• In the K–12 classroom, today’s youth spend 90 percent of the time with text-based materials and 10 percent of the time with image-based materials.
• Outside the K–12 classroom, today’s youth spend 90 percent of the time with image-based materials and 10 percent of the time with text-based materials."



"But, don’t count millennials out! Millennials use Pinterest as much as Instagram! (Hmm: that data is from 2014 — and a lot has happened since then to Snapchat and Instagram!) Bottom line on Pinterest: Words are an add-on; images are primary.

Now that we have established that picting is a real trend — and one that is significantly engaged in by the youth of today, it’s time to ask this question: Is the trend towards picting, and away from writing, a good thing for today’s youth? Here’s a pro and here’s a con:

Pro: Since 2008, we (CN and ES) have worked in a primary school in Singapore, helping the administrators and teachers transition from a didactic pedagogy to an inquiry pedagogy. As witnessed by their top test rankings, Singapore is the best in the world at drill pedagogy. But Singapore’s Ministry of Education understands that drill pedagogy doesn’t develop children that are entrepreneurial, imaginative — so Singapore is trying to change their school’s pedagogy. Hmm: Maybe America could learn something from Singapore? (See an earlier blog post for a more in-depth analysis of the pedagogical transition taking place in Singapore.)

Key in Singaporean school’s transition was the use of mobile technologies. After all, if we want children to do inquiry and ask questions, the children need a way to answer their questions. So, with support from the Wireless Reach Project (Qualcomm, Inc.), each third and fourth grader at "our" Singaporean primary school was provided with a handheld computing device equipped with WiFi and cellular connectivity — 24/7, inside the school and outside the school, internet connectivity. When a question arose, the youngsters would say: "ask the phone" — a shorthand for "search the internet."

Along with 24/7 internet access, we gave the students a suite of apps, designed — using LCD (Learner-Centered Design) — expressly for the youngsters, that support concept mapping, writing, charting, and most importantly drawing and animating (Sketchy). What we were told by the teachers and by some of the students themselves is this: The struggling learners preferred to express themselves in Sketchy using drawings and animations — not writing.

Why? We were told this: Writing was too easy to grade "right" or "wrong." And for the struggling learners, "wrong" was, of course, the more typical. But, when asked by their teachers to explain how their drawing and animations did demonstrate their understanding — their correct understanding, in fact — of a science process, say, the struggling learners felt comfortable explaining their drawings and animations to the teachers. Clearly words were important, but as a companion to drawings and animations.

Con: In 1991, Mark Guzidal, then a graduate student in ES’s research group at the University of Michigan — and now a professor at Georgia Institute of Technology — designed a simple-to-use, education-oriented, multimedia authoring tool we called "MediaText." Tony Fadell, then an undergraduate student also in ES’s research group, started a company (Constructive Instruments, Inc.) and made MediaText into a commercial product. (For calibration: with Windows 95, 1995 was the "official" start of the public internet.) And, in 1992, MediaText was given a "Top 6 Educational Software" award. MediaText was really quite cool! (FYI: Not particularly astute at business, ES signed onto a "bad" (financially-speaking) deal: Constructive Instruments went bankrupt, and its CEO, Tony, went on to better things. (Go ahead, Google "Tony Fadell.")

Figure 1 shows two screen images of MediaText documents. On the left was a typical document: Text taking up its usual position on the page but with media icons — pointers to videodisc clips (yes, videodisc!), audio clips, pictures, etc. — in the margin, complementing the writing. However, we saw a significant number of MediaText documents — like the one on the right — that had no writing, no text, just media icons, just picting!

At a dinner party at ES’s home with friends — one who was a successful stock broker and one who was a successful lawyer — ES proudly showed off the commercial version of MediaText, and especially the document on the right — pointing out how clever the young person was to create a story using only images. (Sound familiar?)

But the stock broker and the lawyer were horrified! They said: "Elliot, you are harming those children, you are doing those children a disservice! Writing is how we make a living; pictures are for fun, not for real work." ES harming children? OMG, OMG, OMG! Needless to say, ES has never forgotten that dinner party!

Bottom line: No question about it: picting is the new literacy. For better — for worse: "It is what it is." When will the U.S. Congress express laws in images? When will venture capitalists express business plans in pictures? More immediately: What is K–12 going to do? In your opinion, what should K–12 do about picting? Please, add your comments — in writing <smilely face goes here> — below."
photography  communication  cathienorris  elliotsoloway  socialmedia  2017  picting  images  emoticons  education  children  youth  digital  writing  howwewrite  snapchat  instagram  youtube  video  sfsh  pinterest  facebook 
may 2017 by robertogreco
Overview - Paper Tigers
"More than two decades ago, two respected researchers, clinical physician Dr. Vincent Felitti and CDC epidemiologist Robert Anda, published the game-changing Adverse Childhood Experiences Study. It revealed a troubling but irrefutable phenomenon: the more traumatic experiences the respondents had as children (such as physical and emotional abuse and neglect), the more likely they were to develop health problems later in life—problems such as cancer, heart disease, and high blood pressure. To complicate matters, there was also a troubling correlation between adverse childhood experiences and prevalence of drug and alcohol abuse, unprotected sex, and poor diet. Combined, the results of the study painted a staggering portrait of the price our children are paying for growing up in unsafe environments, all the while adding fuel to the fire of some of society’s greatest challenges.

However, this very same study contains the seed of hope: all of the above-mentioned risk factors—behavioral as well as physiological—can be offset by the presence of one dependable and caring adult. It doesn’t need to be the mother or the father. It doesn’t even need to be a close or distant relative.

More often than not, that stable, caring adult is a teacher.

It is here, at the crossroads of at-risk teens and trauma-informed care, that Paper Tigers takes root. Set within and around the campus of Lincoln Alternative High School in the rural community of Walla Walla, Washington, Paper Tigers asks the following questions: What does it mean to be a trauma-informed school? And how do you educate teens whose childhood experiences have left them with a brain and body ill-suited to learn?

In search of clear and honest answers, Paper Tigers hinges on a remarkable collaboration between subject and filmmaker. Armed with their own cameras and their own voices, the teens of Paper Tigers offer raw but valuable insight into the hearts and minds of teens pushing back against the specter of a hard childhood.

Against the harsh reality of truancy, poor grades, emotional pain, and physical violence, answers begin to emerge. The answers do not come easily. Nor can one simply deduce a one-size-fits-all solution to a trauma-informed education. But there is no denying something both subtle and powerful at work between teacher and student alike: the quiet persistence of love.

Resilience logo"
film  documentary  towatch  robertanda  vincentfelitti  adversechildhoodexperiences  children  childhood  sfsh  health  parenting  wallawalla  washingtonstate  trauma  teens  youth  love  education  schools  abuse  neglect  jamesredford 
may 2017 by robertogreco
Watching my son experience school | Bryan Alexander
"He despises homework. Homework is a source of agony, even in this final year of high school. There is very little thrill in completion or in successfully overcoming an obstacle. He struggles mightily to complete assignments at school or elsewhere (public library, on the bus) so that the work doesn’t follow him home. He wants to preserve home time for himself. The flipped classroom isn’t a crazy experiment for him, but simply a good thing.

He’s skeptical about the possibility of going to a Vermont college or university. Not because of being too close or too far from us, his parents, but mostly because his experience of Vermont cell phone and internet connectivity is so awful that he dreads four more years of bad online experience. (Readers can get a sense of the state of affairs from these posts) . This is a big issue for him.

He doesn’t idolize his favorite teachers, at least not to us. A good teacher or class experience is something he’ll rarely mention. Some teachers describe Owain giving a great presentation or impressing his classmates, and that will be the first time we’ve heard of it. Instead, he describes bad experiences in epic detail, and remembers them for years. He’s a tough audience.

He has become deeply opposed to literature classes. On his own he reads constantly, and always has, but feels that academic lit is mostly about dwelling on depressing, frustrating, and upsetting readings.

When he struggles with homework he turns to us, his parents, for help. He always has. Recently it’s been bittersweet to see him advance past our respective academic abilities, especially in math or science or Python that we don’t recall.

Sometimes he struggles with technology issues, as when working on a digital video, trying to use some courseware, or fighting through Windows laptop issues. We do our best… and there we see the digital divide yawning wide. Ceredwyn and I can do a decent amount of tech support, because of our respective life experiences and professional work. We also own some technology (laptops, tablets, XBox…) so Owain has grown up with access to tools and toys. We’re not necessarily typical parents. How do young people fare when their parents lack these skills? When do they give up? Moreover, how do they do when the home lacks hardware and/or bandwidth? (These are rhetorical questions.) We have had to drive across the county to get him sufficient speeds for some assignments.

Owain expects teachers to communicate digitally, and is scathing when he feels they fail on that score. He’s not pleased when teachers and staff use email, Google Docs, etc.; he just assumes they will. If they don’t, or use the tech in an insufficient way, he mutters or rants about “technophobes” and “old people” and “Vermont.”

He communicates with classmates more online than in person, I think. Google Chat seems to be the preferred venue, although I don’t pry. He can’t text from home (see my earlier notes about Vermont), but happily texts when his phone gets signal.

Google Docs is his leading writing medium for class work, far more than desktop word processing. He’s fully accustomed to sharing docs with readers and working with their feedback therein.

The open web is his research space. I can’t think of a time when he’s used a commercial database, although he does like Amazon Kindle ebooks. He’s aware of the politics, and isn’t entirely confident in his search abilities.

Grades matter to him a great deal. He stresses deeply about exams, projects, and tests. He fears the results might not be accurate, especially if they overstate his actual abilities.

Libraries are sources of connectivity, computing, and also media (books, DVDs). They are familiar spaces for him. He prefers the public library to the school one.

Outside of class resources are important in Owain’s schooling. In high school he has spent significant time in “learning lab”, an after-class paracurricular center staffed by experts in the sciences and humanities.

He always listens to music or plays videos when working. He has a staggeringly vast YouTube playlist that he relies on, plus a bevy of favored video creators. He’ll play media on a tablet when working on a laptop.

I think he separates learning from school. He rarely describes learning in school. Instead, he views school as work, a set of tasks set by authorities usually without sufficient context. He fights to raise his passions (space, history, technology) in classes. He learns informally from books, YouTube, websites, and some games. That’s a different category than “school”.

I’m not sure how these behaviors and attitudes will change when he goes away to college.

If he does homework in his dorm room, will that space be less of a home for him? Or will he seek out other spaces for assignments? I can imagine him taking advantage of peer tutors and teaching and learning centers.

Will a professor rock his world and become a mentor? Will he rethink the university as a place of learning, rather than onerous work?

He might start using his phone for voice calls. He usually avoids speaking on phones, mobile or landline, but that could change if he lives in a campus with solid cell coverage and/or misses us.

After Owain leaves Ripton Ceredwyn and I are planning on moving. If we successfully land in a high-speed location, perhaps we’ll start using video or message services to stay in touch with our son. Maybe we’ll turn to texting each other.

As an educator and research I’ve tried not to rely heavily on my children as study subjects. I don’t want to speak of them too much, despite my urgent desire to do so every hour, because I’d prefer to stick to evidence where I’m not so biased. But I wanted to share this sketch now, partly as a memory aid for our family’s future, and also as a tiny view into education in 2017."
byanalexander  education  schools  learning  literature  2017  highschool  technology  digitaldivide  rural  vermont  unschooling  deschooling  libraries  howwelearn  youth  teens  homework 
april 2017 by robertogreco
Geographies of Hanging Out: Playing, Dwelling and Thinking with the City - Springer
"In this paper, I approach thinking as something that takes place in playful encounters with the city: it is then always connected to doing. New reflection emerges in everyday action with everything that comes together in a given event. This understanding is based on a posthuman acknowledgement of the capacity of the material world to produce effects in human bodies: urban spaces take part in the event of hanging out, that is, they can make things happen. I focus my discussion on the possibilities for experimentation that hanging out in the city opens up. Because hanging out is wonderfully aimless, time and space is cleared for dwelling with the city, and then re-cognizing the world. To deliver my argument, I illustrate vignettes from a study on young people’s hanging out in San Francisco. By presenting the concept of hanging-out-knowing, I draw attention to the importance of young people having the time and space to be with their peers without strict plans and schedules."

[See also: https://sandpost.net/2016/10/24/out-now/ ]
sanfrancisco  cities  urban  urbanism  play  dwelling  thinking  posthumanism  2016  noorapyyry  time  space  temporality  hangingout  enchantment  learning  urbanspace  youth  rights  geography  sfsh 
march 2017 by robertogreco
Teacher Tom: School Is Boring
"I once asked our daughter Josephine about a mediocre grade in a high school class. She didn't like the grade either, but said she found the subject boring. I accepted that answer. She hadn't chosen to take this math class; it was required to graduate. She excelled in courses that had to do with art, literature, drama, music, science, and the contemporary world, those that she had either chosen or in which she was learning things she could directly apply to her life. I don't blame her that she found math boring. I don't blame her teachers. And I certainly don't blame mathematics. I blame her boredom on the requirement."
bordome  compulsory  education  children  youth  teens  schools  schooling  requirements  2017  thomashobson  howwelearn  howweteach  teaching  learning 
march 2017 by robertogreco
Christopher Emdin SXSWedu 2017 Keynote - YouTube
"Merging theory and practice, connecting contemporary issues to historical ones, and providing a deep analysis on the current state of education, Dr. Emdin ushers in a new way of looking at improving schools and schooling. Drawing from themes in his New York Times Bestselling book, and the latest album from rap group A Tribe Called Quest, Emdin offers insight into the structures of contemporary schools, and highlights major issues like the absence of diversity among teachers, the ways educators of color are silenced in schools, the absence of student voice in designing teaching and learning, and a way forward in addressing these issues."
christopheremdin  education  2017  sxswedu2017  schools  diversity  teaching  learning  howweteach  howwelearn  studentvoice  listening  socialjustice  service  atribecalledquest  dinka  culture  adjustment  maladjustment  ptsd  psychology  voice  transcontextualism  johndewey  doctorseuss  traditions  children  race  racism  trauma  trayvonmartin  violence  schooling  schooltoprisonpipeline  technology  edtech  pedagogy  disenfranchisement  technosolutionism  commoncore  soul  liberation  conversation  paulofreire  credentialism  stem  coding  economics  expectations  engagement  neweconomy  equity  justice  humility  quantification  oppression  whitesupremacy  cosmopolitanism  hiphoped  youthculture  hiphop  youth  teens  appropriation  monetization  servicelearning  purpose  context  decontextualization  tfa  courage  inequality  inequity  normalization  community  curriculum  canon  complexity  chaos  nuance  teachforamerica 
march 2017 by robertogreco
Joyful Threads Productions Presents Common Notions: Handbook Not Required
"Directed by Carla Bergman and Corin Browne and Edited by John Collins

“Perhaps half of humankind today, have nothing that they can call real community, real commons, and then how we can create the new commons, the new possibilities of the community…” What does it look like to create alternatives, here and now, to the social isolation, hyper-individualism, the ongoing disappearance of community space, and the exclusion of youth from the world? “I think that we leave young people out of really important conversations –out of work– they’re in a bubble, they’re hidden away and we’re losing out …”

Open for 15 years, The Purple Thistle Centre in East Vancouver was a unique project that continues to inspire folks from all over the world. A free, open, and collectively run youth art and activism space, the Thistle itself is a testament to the capacity to co-create the worlds we want — the communities we strive for — when we work together.

The film explores what made the Thistle a thriving space, as a flexible institution that was animated by trust and horizontal relationships with youth in their own communities. Shot on location in both Vancouver and Mexico, Common Notions is narrated by Carla Bergman, the last adult director at the Thistle. The story weaves together interviews with radical education theorists Matt Hern, Astra Taylor, Gustavo Esteva, Khelsilem, Richard J. F. Day and madhu suri prakash with Thistle founders, and as well as youth collective members. We hope the film will inspire more curiosity and conversation about how we can build social movements that include all members of our communities, and create a more just and thriving world together."
carlabergman  purplethistle  unschooling  deschooling  documentary  sfsh  corinbrowne  johncollins  vancouver  britishcolumbia  matthern  astrataylor  gustavoesteva  kelsilem  richardfjday  madhusuriprakash  mexico  youth  activism  community  lcproject  openstudioproject 
january 2017 by robertogreco
A Boom Interview: Mike Davis in conversation with Jennifer Wolch and Dana Cuff – Boom California
"Dana Cuff: You told us that you get asked about City of Quartz too often, so let’s take a different tack. As one of California’s great urban storytellers, what is missing from our understanding of Los Angeles?

Mike Davis: The economic logic of real estate and land development. This has always been the master key to understanding spatial and racial politics in Southern California. As the late-nineteenth century’s most influential radical thinker—I’m thinking of San Francisco’s Henry George not Karl Marx—explained rather magnificently, you cannot reform urban space without controlling land values. Zoning and city planning—the Progressive tools for creating the City Beautiful—either have been totally co-opted to serve the market or died the death of a thousand cuts, that is to say by variances. I was briefly an urban design commissioner in Pasadena in the mid-1990s and saw how easily state-of-the-art design standards and community plans were pushed aside by campaign contributors and big developers.

If you don’t intervene in the operation of land markets, you’ll usually end up producing the opposite result from what you intended. Over time, for instance, improvements in urban public space raise home values and tend to become amenity subsidies for wealthier people. In dynamic land markets and central locations, nonprofits can’t afford to buy land for low-income housing. Struggling artists and hipsters inadvertently become the shock troops of gentrification and soon can’t afford to live in the neighborhoods and warehouse districts they invigorated. Affordable housing and jobs move inexorably further apart and the inner-city crisis ends up in places like San Bernardino.

If you concede that the stabilization of land values is the precondition for long-term democratic planning, there are two major nonrevolutionary solutions. George’s was the most straightforward: execute land monopolists and profiteers with a single tax of 100 percent on increases in unimproved land values. The other alternative is not as radical but has been successfully implemented in other advanced capitalist countries: municipalize strategic parts of the land inventory for affordable housing, parks and form-giving greenbelts.

The use of eminent domain for redevelopment, we should recall, was originally intended to transform privately owned slums into publicly owned housing. At the end of the Second World War, when progressives were a majority in city government, Los Angeles adopted truly visionary plans for both public housing and rational suburban growth. What then happened is well known: a municipal counter-revolution engineered by the LA Times. As a result, local governments continued to use eminent domain but mainly to transfer land from small owners to corporations and banks.

Fast-forward to the 1980s. A new opportunity emerged. Downtown redevelopment was devouring hundreds of millions of dollars of diverted taxes, but its future was bleak. A few years before, Reyner Banham had proclaimed that Downtown was dead or at least irrelevant. If the Bradley administration had had the will, it could have municipalized the Spring-Main Street corridor at rock-bottom market prices. Perhaps ten million square feet would have become available for family apartments, immigrant small businesses, public markets, and the like, at permanently controlled affordable rents.

I once asked Kurt Meyer, a corporate architect who had been chairman of the Community Redevelopment Agency, about this. He lived up Beachwood Canyon below the Hollywood Sign. We used to meet for breakfast because he enjoyed yarning about power and property in LA, and this made him a unique source for my research at the time. He told me that downtown elites were horrified by the unexpected revitalization of the Broadway corridor by Mexican businesses and shoppers, and the last thing they wanted was a populist downtown.

He also answered a question that long vexed me. “Kurt, why this desperate, all-consuming priority to have the middle class live downtown?” “Mike, do you know anything about leasing space in high-rise buildings?” “Not really.” “Well, the hardest part to rent is the ground floor: to extract the highest value, you need a resident population. You can’t just have office workers going for breakfast and lunch; you need night time, twenty-four hour traffic.” I don’t know whether this was really an adequate explanation but it certainly convinced me that planners and activists need a much deeper understanding of the game.

In the event, the middle class has finally come downtown but only to bring suburbia with them. The hipsters think they’re living in the real thing, but this is purely faux urbanism, a residential mall. Downtown is not the heart of the city, it’s a luxury lifestyle pod for the same people who claim Silverlake is the “Eastside” or that Venice is still bohemian.

Cuff: Why do you call it suburbia?

Davis: Because the return to the center expresses the desire for urban space and crowds without allowing democratic variety or equal access. It’s fool’s gold, and gentrification has taken the place of urban renewal in displacing the poor. Take Anastasia Loukaitou-Sideris’s pioneering study of the privatization of space on the top of Bunker Hill. Of course, your museum patron or condo resident feels at home, but if you’re a Salvadorian skateboarder, man, you’re probably headed to Juvenile Hall."



"Jennifer Wolch: Absolutely. However it’s an important question particularly for the humanities students, the issue of subjectivity makes them reticent to make proposals.

Davis: But, they have skills. Narrative is an important part of creating communities. People’s stories are key, especially about their routines. It seems to me that there are important social science skills, but the humanities are important particularly because of stories. I also think a choreographer would be a great analyst of space and kind of an imagineer for using space.

I had a long talk with Richard Louv one day about his Last Child in the Woods, one of the most profound books of our time, a meditation on what it means for kids to lose contact with nature, with free nomadic unorganized play and adventure. A generation of mothers consigned to be fulltime chauffeurs, ferrying kids from one commercial distraction or over-organized play date to another. I grew up in eastern San Diego County, on the very edge of the back country, and once you did your chores (a serious business in those days), you could hop on your bike and set off like Huck Finn. There was a nudist colony in Harbison Canyon about twelve miles away, and we’d take our bikes, push them uphill for hours and hours in the hope of peeking through the fence. Like all my friends, I got a .22 (rifle) when I turned twelve. We did bad things to animals, I must confess, but we were free spirits, hated school, didn’t worry about grades, kept our parents off our backs with part-time jobs and yard work, and relished each crazy adventure and misdemeanor. Since I moved back to San Diego in 2002, I have annual reunions with the five or six guys I’ve known since second grade in 1953. Despite huge differences in political beliefs and religion, we’re still the same old gang.

And gangs were what kept you safe and why mothers didn’t have to worry about play dates or child molesters. I remember even in kindergarten—we lived in the City Heights area of San Diego at that time—we had a gang that walked to school together and played every afternoon. Just this wild group of little boys and girls, seven or eight of us, roaming around, begging pennies to buy gum at the corner store. Today the idea of unsupervised gangs of children or teenagers sounds like a law-and-order problem. But it’s how communities used to work and might still work. Aside from Louv, I warmly recommend The Child in the City by the English anarchist Colin Ward. A chief purpose of architecture, he argues, should be to design environments for unprogrammed fun and discovery."



"Wolch: We have one last question, about your young adult novels. Whenever we assign something from City of Quartz or another of your disheartening pieces about LA, it’s hard not to worry that the students will leave the class and jump off of a cliff! But your young adult novels seem to capture some amount of an alternative hopeful future.

Davis: Gee, you shouldn’t be disheartened by my books on LA. They’re just impassioned polemics on the necessity of the urban left. And my third LA book, Magical Urbanism, literally glows with optimism about the grassroots renaissance going on in our immigrant neighborhoods. But to return to the two adolescent “science adventure” novels I wrote for Viggo Mortensen’s wonderful Perceval Press. Above all they’re expressions of longing for my oldest son after his mother moved him back to her native Ireland. The heroes are three real kids: my son, his step-brother, and the daughter of our best friends when I taught at Stony Brook on Long Island. Her name is Julia Monk, and she’s now a wildlife biologist doing a Ph.D. at Yale on pumas in the Andes. I’m very proud that I made her the warrior-scientist heroine of the novels, because it was an intuition about her character that she’s made real in every way—just a remarkable young person."
mikedavis  2016  interviews  economics  california  sanfrancisco  losangeles  henrygeorge  urbanism  urban  suburbia  suburbs  jenniferolch  danacuff  fauxurbanism  hipsters  downtown  property  ownership  housing  populism  progressive  progressivism  reynerbanham  planning  urbanplanning  citybeautiful  gentrification  cities  homeless  homelessness  michaelrotundi  frankgehry  richardlouv  gangs  sandiego  friendship  colinward  thechildinthecity  architecture  fun  discovery  informal  unprogrammed  freedom  capitalism  china  india  england  ireland  famine  optimism  juliamonk  children  teens  youth  development  realestate  zoning  sanbernardino  sciarc 
january 2017 by robertogreco
Youth Art Exchange
"Youth Art Exchange sparks a shared creative practice between professional artists and public high school students, furthering youth as leaders, thinkers, and artists in San Francisco. To accomplish this, Youth Art Exchange offers citywide arts, high quality education programming, field trips, events, and more including:

Our current disciplines include Architecture + Construction, Black + White Photography, Digital Beatmaking, Fashion Design, Dance, and Printmaking."
sanfrancisco  youth  art  glvo  edg  srg 
december 2016 by robertogreco
Affinity Magazine - For Teens by Teens
"Affinity Magazine started from the idea of a sixteen year old girl, she noticed that there was a complete lack of journalistic publications written exclusively for teens by teens. She felt that adult writers writing for teens was inauthentic, thus developing Affinity Magazine in 2013. Affinity Magazine serves a purpose of showcasing the voices of aspiring teen journalists. Mixing pop culture with social justice and politics, Affinity amplifies the voices of teens – regardless of age, gender, race, and sexual orientation. Affinity is the first social justice platform that directly caters to teens, while also addressing many significant issues that are often overlooked. Affinity Magazine is read in over 178 countries and in all 50 states. Affinity Magazine is the new cool way for teens to not only read about important news, but also have their own thoughts heard loud and clear."

[See also: https://itunes.apple.com/us/app/affinity-magazine/id1099895403

"Affinity Magazine is a social justice and politics magazine written for teens by teens. Read about news occurring in the world in a fun interactive way. We pride ourselves on allowing teens to raise their voices about events happening in the world..."]

[See also: http://affinitymagazine.us/write-for-us/

"Are you a young teen, who has always had an interest in journalism? or have a friend that does? Then join the Affinity Magazine team! Join other teens like yourself posting articles from all over the world! Affinity Magazine allows you to get your writing published and read by thousands of people! You are able to get your work published and sharpen up on your writing so you can write for The New York Times one day (hopefully!!)

Affinity Magazine works to spotlight teen voices about current events. We find that the media sometimes forgets the voices of teens on many topics! So we are here to give them a voice.

You must age from 13-20. Keep in mind, we review applications very thoroughly. If you aren’t selected, you can try again at a later time. Expect to hear back from us in 5 days to two weeks usually (if you’re selected). This application is rolling, meaning there is no deadline. We accept all people regardless of race, sex or gender,or country (yes, we accept writers from all over the world). There is no compensation, this is all volunteer.

Our focus is social justice (LGBT+, Mental Health,Race, Feminism and etc) and politics.

If you aren’t interested in being a full time writer, we do accept submissions. Make our hotline bling below."]
teens  youth  socialjustice  publications  politics 
november 2016 by robertogreco
What Makes a New York City Kid? - The New York Times
"To answer that question, The Times interviewed groups of young New Yorkers. About a dozen of them agreed to document their daily lives by making videos on their ubiquitous smartphones. Others tolerated us while we shadowed them and asked annoying questions. Here’s what they gave us."
children  youth  nyc  2016  via:litherland 
october 2016 by robertogreco
Emory Douglas: The Art of The Black Panthers on Vimeo
"Emory Douglas was the Revolutionary Artist and Minister of Culture for the Black Panther Party. Through archival footage and conversations with Emory we share his story, alongside the rise and fall of the Panthers. He used his art as a weapon in the Black Panther Party’s struggle for civil rights and today Emory continues to give a voice to the voiceless. His art and what The Panthers fought for are still as relevant as ever."
emorydouglas  art  sanfrancisco  history  blackpanthers  film  blackpantherparty  graphicdesign  documentary  resistance  organization  youth 
october 2016 by robertogreco
How Instagram Opened a Ruthless New Chapter in the Teen Photo Wars - The Atlantic
"Rob’s Brother: Instagram is, hey, here’s a big thing I just did. While Snapchat is more, hey, here’s what I’m doing, plus check out this silly product that let you poop better.

Rob: Do you find people use Instagram messaging at all?

Rob’s Brother: It’s only ever if you want to share a dank meme with somebody. It’s just a dank meme messenger. Have you ever heard of a Finsta?

Rob: No. Or, I heard you use that term when I was at home, and I looked it up.

Rob’s Brother: It’s like a personal Instagram that’s private, and it’s only got like 25 followers. It’s not for the likes, and it’s not for anyone else to see. And you post, like, very personal things on it.

Rob: So it’s like people using a private Twitter? So Finsta is like you and your 19 best friends?

Rob’s Brother: You and your 40 best friends. I think generally if someone’s in your grade, and they want to follow your Finsta, you accept them, but there isn’t that much on a Finsta, honestly. If you’re not their friend, it’s not that interesting.

Rob: I mean, what do they complain about? Their parents..?

Rob’s Brother: Yes. Correct. It’s mostly complaining and bad selfies. Roasting teachers. They’re generally not that interesting. I feel like they’re almost the equivalent of a diary.

Rob: I mean, I know adults who have private locked Twitter accounts and they use it mostly for complaining about work or family stuff.

Rob’s Brother: Yeah, it’s mostly for complaining. And people with Finstas don’t want people to see them complaining because A, if you don’t know them, it translates as whininess, and B, if you do know them, you have a chance of being mean to somebody. The other appeal of a Finsta is that your parents can’t find you on a Finsta. I don’t have a Finsta.

Rob: Of course you don’t have a Finsta.

Rob’s Brother: I honestly don’t. I think one of the illuminating posts I saw on a Finsta was “Sorry for not spamming…” Literally, he thinks people have the expectation that he will post every hour on his Finsta about little minor things in his life. He’s like, sorry I haven’t been posting six posts a day. Isn’t that interesting?"
socialmedia  teen  youth  instagram  snapchat  robinsonmeyer  photography  2016  finsta 
september 2016 by robertogreco
In Conversation With Eike König – iGNANT.de
"‘Hort’ is an old German word for Kindergarten. What does the word’s meaning say about the values of the collective, and what would you say have been its keys to success?

Yes, ‘Hort’ is a super old word for the place kids go after school. Where I grew up, in Frankfurt – where the Green party was founded – there were lots of independently-organised ‘Horts’. I think the idea of this free space is really interesting, because our lives seem to be so well organised, really structured. You go to school, you sit your exams, you go to uni, you graduate, you start working… you follow this linear path, try to organize your life around this structure, although life is actually constantly in flux, in motion – there are no real moments of graduation, only constructed ones. Having a degree doesn’t really signify anything. It’s just an example of one of the anchors to which we attach ourselves. Of course, we need goals, but these goals don’t give us (a) any satisfaction, because the process is permanent, and (b) they don’t guarantee any success. They don’t have a meaning for me. I studied, but I didn’t complete my course. I dropped out close to the end because I was offered a job as the art director for this label. You don’t get offers like that every day. For my parents, that decision was a little harder to swallow. They told me, “You can’t just not finish something.” They were scared I’d never make anything of myself.

But today it doesn’t work like that. I don’t care if someone hasn’t finished their degree. I’m interested in their personality, and what that person does, and how they share their work with me. And I always looked for a place where I could just be, and keep learning, and make mistakes – sure, you have to keep the business running, but learning and development is such an important part of life. And simply to exercise the skills I already have – that gets tired after a while. After a year, it gets really boring. It just keeps you in my comfort zone, to only use the strategies I already have to become successful. In a traditionally agency context, mistakes are avoided. But actually, for the sake of development, it’s the most important motor. To have the courage to try new things. Sometimes they work, others they don’t. To have the room to be able to take risks is super important to me.

So I thought to myself, why don’t I open my own ‘Hort’, a kind of place where older children – so not-quite adults – can go ‘after school’ – after uni. A safe space where kids from different backgrounds come together, feel safe, start to play, play with the highest level of creative energy possible, socialize, learn, grow, do things together: At its core, I find this idea really beautiful, really positive as a way to be together.

Earlier, we did a lot of playful projects, and today we work on more conceptual stuff, but when we get a brief, we don’t try to take the easiest path, the path we’ve already taken, but we look at the individual circumstances surrounding each brief, and we ask what we can learn from it too. This path always takes more energy, needs more discussion with our clients. Clients often expect ideas or concepts they’ve already seen before, or can picture in their minds. When someone says, “Nothing that you see in our portfolio will be like the concept you get,” you need to trust them. I prefer the path of the new: Let’s think differently about it and try to convey our position. So ‘Hort’ is a good idea. It’s also a nice name, has nice phonetics, and no other really clear meaning for others. Americans wouldn’t know what Hort is, say, though in Spanish it’s related to horticulture – landscape gardening, growing – there’s a lot of positive in there. All of us in the office can relate to that."



"As well as being the founder and creative director of Hort, you’re a Professor of Graphic Design at the University of Arts in Offenbach. What kinds of things are your students teaching you these days?

The role of the teacher has changed from being the professor-as-keeper-of-all-knowledge – the one that knows better than everyone else, and decides between right and wrong. Formerly, education was about repeating what others have already done. I was always a bit sceptical about this model, because the things we know and don’t yet know don’t necessarily impact on truth or falsehood – they are simply part of our biographies, the things we have taken to be true. But those things will be different for the person standing next to me.

Everything that I experienced during my studies and that I was critical of – I try to do those things differently. Today I teach in a University of the Arts – so there are separate disciplines, but they all run parallel to fine arts: painting, sculpture, etc. I’m in this warehouse section of the school, together with the painters and sculptors and the electronic artists and spacial designers. I have a very close-knit relationship with my colleagues in these fields, and I want to offer a research- and development-based approach to my teaching in design, graphics and illustration. I’m really intrigued by this apparent distinction between practical art and fine art. There’s a really interesting overlap between the disciplines.

I want to help my students to probe into this. Each of them is distinctly individual. No-one works like I do, and that’s important – I don’t want clones of myself. Of course they’ll be influenced by me as their teacher, but I try to focus on imparting and discussing ideas as opposed to the formal elements. My students include classic graphic designers, classic illustrators, but also those who do drawing, photography, painting – it’s super diverse, just like in the [Hort] office. Everyone is following the questions they’re personally interested in. I only provide space to do this, guide the group with questions – and draw upon my network to provide them with opportunities like showing their work in a gallery in Düsseldorf, or travelling to Tokyo to exchange their work with artists there, or bring in artists for talks, and introduce them to people to share their portfolio. Not to say, “this is my knowledge base and I will now impart it to you.” Working in this way is exciting, because everyone’s doing their own thing, developing along their own path side by side. We spend most of our time talking, actually. Which is a total inspiration for me too. I learn so much from our discourse.

And it keeps me young! If you work with young people, you can’t grow old. Pokémon Go? Five of my students had it. So of course I needed to see what it was, to keep up to date. I have one class where we just speak about contemporary graphic design. We don’t make anything – we just spend the whole lesson talking about things we’ve seen that inspire us. I want these students to develop their own interests – not to copy what others have done, but to find a form that relates to them, and develop a self-confidence to work on things that might not get 1000 likes on Tumblr, but actually mean something to them. Not to be pushed into the direction of self-promotion, but to find themselves first. You don’t need 1000 likes. Create something that’s relevant and interesting in real life. My teaching focus is on developing the personalities of my students, not on passing on knowledge. It’s super exciting. This daily work with people – whether my students or my colleagues at the office – is my biggest inspiration."
eikekönig  design  education  learning  howwelearn  hort  graphicdesign  art  graphics  berlin  via:jarrettfuller  teaching  howweteach  unschooling  dropouts  deschooling  play  youth  tumblr  socialmedia  discussion  conversation  interviews 
august 2016 by robertogreco
Board of Supervisors : Youth Commission [City and County of San Francisco]
"The Youth Commission is a body of 17 youth from San Franciscan between the ages of 12 and 23. Created by the voters under a 1995 amendment to the City Charter, the commission is responsible for advising the Board of Supervisors and the Mayor on policies and laws related to young people. The Youth Commission is also charged with providing comment and recommendation on all proposed laws that would primarily affect youth before the Board takes final action.  You can read more about the Youth Commission here."
sanfrancisco  youth  edg  srg  sfsh  civics  leadership 
august 2016 by robertogreco
Snapchat, Instagram Stories, and the Internet of Forgetting - The New Yorker
"There was seemingly nothing wrong with Instagram, up to the moment that it underwent an identity crisis. Each day, as usual, some three hundred million users had been meticulously curating and sharing images of their lives, meals, selves, and bookshelves. Earlier this week, though, the app took a hard right turn. It introduced Stories, a feature that allows users to post photos and videos, sometimes embellished with text and illustrations, in a kind of slide show, which automatically disappears after twenty-four hours. The content must have been recorded recently—nothing older than a day can be uploaded—so the result is like viewing the backstage footage rather than the rehearsed performance. Stories looked nothing like Instagram and everything like Snapchat, another app that has for years offered users a platform for this very same interaction.

It has always been common for software developers to improve their work by co-opting their competitors’ ideas. Many functions of the iPhone, for instance, are the result of Apple’s artful borrowing—the Reading List in Safari closely resembles dedicated link-saving services, and after apps like Instagram and Hipstamatic became popular the company added a half-hearted set of analog-looking filters to its camera app. Snapchat itself is not immune to the practice. A few weeks ago, it débuted a feature called Memories, whereby users can post old photos or videos from their phone’s camera roll, rather than having to film or shoot in the moment. Instagram, which pre-dates Snapchat by less than a year, has offered this since it first appeared on the App Store, in 2010. Even Memories, however, doesn’t totally erase the immediacy of Snapchat, since a photo, no matter how old, still disappears after twenty-four hours, consistent with the over-all spirit of the app. Instagram’s more recent move, by contrast, seems to run counter to its precious spirit—a betrayal of all the careful curation and perfect visuals.

As a way of reaching new demographics, Stories makes sense. The posting tools mimic Snapchat, but they’re built right into an otherwise familiar app. Most of Snapchat’s interface is obscured and requires knowing the right taps and swipes to get around, even to add a friend, and it’s notoriously hard for people over the age of thirty—“olds,” in Internet speak—to master. Now these people have access to Snapchat-like socializing without the burden of navigating the app. But Stories is also an accommodation of the off-label ways in which another important demographic—teens—use Instagram. The average teen posts often but erases often, too, especially if the posts don’t receive enough likes, interaction, or attention from the right people. A recent Washington Post profile of Katherine Pommerening, an eighth grader from Virginia, noted that she never has more than a couple dozen posts visible on her Instagram profile at any given time. Teens love to post, but they love nearly as much to delete and unburden themselves of past gauche choices—the selfie taken in bad light, or with a then friend, now enemy. Pommerening and her cohort, in other words, have been rigging Instagram to do what Snapchat does automatically.

Snapchat has often been depicted as seedy and fly-by-night, a place for people to exchange illicit pictures without leaving much in the way of a virtual paper trail. This was particularly the case when the app first became popular. (Never mind the function that alerts you when someone has screenshotted one of your photos.) But it has since become clear that Snapchat holds a deeper appeal. It satisfies a craving for immediacy and ephemerality, one that has lately grown to encompass all of social media. Posts can’t simply disappear after they’re viewed—they have to expire, whether they’ve been seen or not. Back in 2013, Facebook released a study showing that the bigger and more diverse your online audience seems, the more pressure you feel to say the right thing, and so hesitate to post anything at all. But never posting, ironically, makes your not-so-recent history terrifyingly within reach; it could take a new friend only a few scrolls to reach the Facebook status updates from your college years, when they were meant to be seen only by a few close friends. The solution, then, is deletion—like the third-party Twitter tools that nuke your tweets after a set amount of time (a day, a week, a month).

Part of the explanation for this new desire, if indeed it is new, is that our collective understanding of the role of social media has changed. In 2012, Facebook spooked its users by making all their posts searchable; old status updates from when Facebook was a more closed environment felt so jarringly intimate that people were sure the company had published private-message exchanges by accident. This wasn’t true; we just used Facebook differently then, and we were younger then, and now we were suddenly, uncomfortably confronted with our past. Today, there are scattered indications that people want some space to be fully themselves online as they are, without years of their past selves trailing behind them. Teens, perhaps, feel this desire more acutely, and Instagram has responded.

For Facebook, which acquired Instagram in 2012, Stories is part of a concerted strategy. The company embodies the ship-of-Theseus paradox: we still use it every day, but over the years all of the parts have been upgraded, swapped, replaced. It has survived in large part through what might charitably be called inspiration—most recently, it picked up on the trend of live-streaming video from the apps Periscope and Meerkat, and integrated its own live streams right into the News Feed. Instagram has changed relatively little since Facebook bought it. But the app’s introduction of an expiring highlight reel is more than a shameless grab for one of Snapchat’s core features. It’s a response to a demand: on an Internet that always remembers, we are fighting for places we can go to forget."
instagram  facebook  socialmedia  snapchat  preservation  images  identity  youth  teen  privacy  ephemerality  immediacy  caseyjohnston  internet  forgetting  web  online  ephemeral 
august 2016 by robertogreco
How Kids Just Being Kids Became a Crime | TakePart
"There’s a story that liberals like to tell about “underprivileged” children and the government, a story about how the state has abandoned such kids to historical inequity, uncaring market forces, bad parenting, and their own tangle of pathologies. We talk about the need to “invest” in communities and in the children themselves. Analysts speak of “underserved” communities as if the state were an absentee parent. If kids are falling behind, they need an after-school program or longer days or no more summer vacation. A combination of well-tailored government programs and personal responsibility—a helping hand and a working hand to grab it—are supposed to fix the problem over time. Pathologies will attenuate, policy makers will learn to write and implement better policies, and we can all live happily ever after.

There’s just one fly in the ointment: The best research says that’s not how the relationship works. The state is as present in young Americans’ lives as ever.

For his 2011 ethnography Punished: Policing the Lives of Black and Latino Boys, sociologist Victor M. Rios went back to the Oakland, California, neighborhood where he was raised a few decades earlier to talk to and learn from a few dozen young men growing up in a so-called underserved neighborhood. What he discovered was a major shift in how the law treated the young men he was working with.

“The poor,” Rios writes, “at least in this community, have not been abandoned by the state. Instead, the state has become deeply embedded in their everyday lives, through the auspices of punitive social control.” He observed police officers playing a cat-and-mouse game with the kids, reminding them that they were always at the mercy of the law enforcement apparatus, regardless of their actions. The young men were left “in constant fear of being humiliated, brutalized, or arrested.” Punished details the shift within the state’s relationship with the poor and the decline of a social-welfare model in favor of a social-control model. If the state is a parent, it’s not absent—it’s physically and psychologically abusive.

One of the things Rios does well in Punished is talk about the way just existing as a target for the youth control complex is hard work. Simply trying to move through the city—walking around or waiting for the bus—can turn into a high-stakes test at a moment’s notice. Rios calls the labor the young men he observed do to maintain their place in society “dignity work.” The police exist in part to keep some people on the margin of freedom, always threatening to exclude them. Nuisance policing comes down hard on young people, given as they are to cavorting in front of others. Kids don’t own space anywhere, so most of their socializing takes place in public. The police are increasingly unwilling to cede any space at all to kids: patrolling parks, making skateboarding a crime, criminalizing in-school misbehavior.

“Today’s working-class youths encounter a radically different world than they would have encountered just a few decades ago,” Rios writes. The data back him up: According to a 2012 study from the American Academy of Pediatrics, “since the last nationally defensible estimate based on data from 1965, the cumulative prevalence of arrest for American youth (particularly in the period of late adolescence and early adulthood) has increased substantially.” Now, 30 to 40 percent of young Americans will be arrested by the age of 23. When researchers broke it down by race and gender, they found 38 percent of white boys, 44 percent of Hispanic boys, and 49 percent of black boys were affected. (For young women it was 12 percent across the board.)

Dignity work, then, has intensified. It’s harder than ever for kids to stay clear of the law. The trends in policing (increasingly arbitrary, increasingly racist, and just plain increasing) have played out the same way in schools. This is how researcher Kathleen Nolan describes the changes in one New York City high school in her book Police in the Hallways: “Handcuffs, body searches, backpack searches, standing on line to walk through metal detectors, confrontations with law enforcement, ‘hallway sweeps,’ and confinement in the detention room had become common experiences for students.... Penal management had become an overarching theme, and students had grown accustomed to daily interactions with law enforcement.” Interacting with law enforcement is not just work—it’s dangerous work. Especially when the school cops have assault rifles.

There are many explanations for the rise of American mass incarceration—the drug war, more aggressive prosecutors, the ’90s crime boom triggering a prison boom that started growing all on its own, a tough-on-crime rhetorical arms race among politicians, the rationalization of police work—and a lot of them can be true at the same time. Whatever the reasons, the U.S. incarceration rate has quintupled since the ’70s. It’s affecting young black men most of all and more disproportionately than ever. The white rate of imprisonment has risen in relative terms but not as fast as the black rate, which has spiked. The ratio between black and white incarcerations increased more between 1975 and 2000 than in the 50 years preceding. Considering the progressive story about the arc of racial justice, this is a crushing truth.

Mass incarceration, at least as much as rationalization or technological improvement, is a defining aspect of contemporary American society. In her book The New Jim Crow: Mass Incarceration in the Age of Colorblindness, law professor Michelle Alexander gives a chilling description of where we are as a nation: “The stark and sobering reality is that, for reasons largely unrelated to actual crime trends, the American penal system has emerged as a system of social control unparalleled in world history.”

The rise of racist mass incarceration has started to enter the national consciousness, but though it coincides with millennials’ growth and development, most commentators don’t connect the two. If the change in the way we arrest and imprison people is a defining aspect of contemporary America—and I believe it more than qualifies—then it follows that the criminal justice system also defines contemporary Americans. Far from being the carefree space cadets the media likes to depict us as, millennials are cagey and anxious, as befits the most policed modern generation. Much of what a few decades ago might have been looked on as normal adolescent high jinks—running around a mall, shoplifting, horsing around on trains, or drinking beer in a park after dark—is now fuel for the cat-and-mouse police games that Rios describes. One look at the news tells us it’s a lethal setup."
children  youth  adolescence  poverty  class  government  legal  law  2016  malcolmharris  schools  underprivileged  inequity  inequality  victorrios  schooltoprisonpipeline  race  racism  police  policing  lawenforcement  criminalization  socialcontrol  abuse  behavior  skating  skateboarding  dignity  policy  prisonindustrialcomplex  massincarceration  newjimcrow  michellealexander  crime  prisons  skateboards 
july 2016 by robertogreco
‘Pokémon Go’ and the Persistent Myth of Stranger Danger — Pacific Standard
"For as long as we’ve had kids on the Internet, we’ve worried about adults with bad intentions luring them into an in-person meeting. If anyone can name a television crime procedural from the past 20 years that doesn’t feature the plotline, I’ll give them $10. “Parents and teachers today worry a lot about digital safety, in particular — and far more than young people do themselves,” write John Palfrey and Urs Gasser in the new, updated version of their book Born Digital: How Children Grow Up in a Digital Age. The book’s implied audience is adults who want a good explanation of kids from other adults, and safety is clearly a big concern, whether it’s reasonable or not. Citing a 2006 anecdote of an assault victim who’d been groomed on Myspace, the authors write: “Despite the absence of data to show that young people are at a greater risk in an Internet era, there is reason enough for young people to be very cautious about how much information they share.”

This expert perspective — both authors were at Harvard University’s Berkman Center for Internet & Society until Palfrey became head of school at Phillips Andover Academy — is the usual one when it comes to kids online. Somewhere between scholarship and a parenting manual, Born Digital manages somehow to be neither. “From an adult perspective,” Palfrey and Gasser write, “young people often divulge too much information about themselves online.” But despite this awareness of the limits of their perspective, the authors still aren’t able to think beyond their own point of view. As a result, they don’t display a very good understanding of youth risk-taking.

Take sexting, for example. The authors think it’s important to “develop approaches that include young people as problem-solvers” when it comes to sexting, but they also think they have the answer: “Sharing naked pictures of oneself, even on a service like Snapchat, which is supposedly ‘temporary,’ is not worth the risk of suffering public embarrassment, possibly having to register as a sex offender, and even potentially going to jail.” Palfrey and Gasser thinks it’s important to educate young people about Internet safety so that they make the right choices, like not meeting strangers or sending nudes.

I called up Jeffrey Temple, director of behavioral health and research in the Department of Obstetrics and Gynecology at the University of Texas Medical Branch (and a foremost authority on teenage sexting behavior), to check the data. Temple has authored or co-authored five studies on the actual practices of young sexters, and what he’s found doesn’t line up with the news. “Nothing ‘bad’ happens to the vast majority of those who sext,” he tells me. “There aren’t any legal complications, there aren’t any psycho-social consequences, anything like that.” There are risks of course, but a fully informed teen might reasonably decide to sext anyway. “The strongest correlate undoubtedly for teen sexting is a consensual sexual relationship,” Temple says. It’s important to remember, he tells me, that more teens are having actual sexual intercourse than are sexting.

Palfrey and Gasser write that sexting stories “rarely end well,” but the stories we hear are hardly representative of actual youth experiences. If two teens trade sexy pics and don’t share them with anyone else, we don’t hear about it. If a group of girls plan a mall meet-up with a grown Internet stranger just to gawk at him from the food court, their parents probably won’t find out, never mind the local cable affiliates. Combine scaremongering news reports and the fact that there’s no story when nothing bad happens, and we’re set up to be misled. If you look at the data, young people have a better sense of the risks they’re taking than commentators who base their thinking on the evening news.

When Palfrey and Gasser write about the absence of data to support the idea that Internet-era kids are at greater risk, they’re being a little disingenuous. They make it sound as though they looked everywhere and simply couldn’t find the statistics, when the truth is that all available data sets indicate that young Americans are increasingly safe from accidental and intentional victimization alike. The people who are most likely to violate children are known to them: Acquaintances, peers, and, yes, parents. Strangers only commit 1 to 10 percent of child abuse. Almost no one wants to harm children, and the ones who do tend to target kids close to them.



When Palfrey and Gasser write about the absence of data to support the idea that Internet-era kids are at greater risk, they’re being a little disingenuous. They make it sound as though they looked everywhere and simply couldn’t find the statistics, when the truth is that all available data sets indicate that young Americans are increasingly safe from accidental and intentional victimization alike. The people who are most likely to violate children are known to them: Acquaintances, peers, and, yes, parents. Strangers only commit 1 to 10 percent of child abuse. Almost no one wants to harm children, and the ones who do tend to target kids close to them.

From a parental or custodial perspective, Palfrey and Gasser write, it’s important that kids learn to manage risks — but the authors don’t ever acknowledge any apparent upside to particular instances of risky behavior: They aren’t so much interested in why a kid might decide to send a nude or chat with strangers or go hunting for a Flareon in an abandoned lot at three in the morning, as in how to convince them not to. Even looking at his own data, Temple stresses to me that, as the father of a 13-year-old and an 11-year-old, he doesn’t want to give the impression that underage sexting is “OK.” But, I ask him, is it fair to say that most teens who sext are OK? “Yes, most kids who sext are OK.”

It’s fine for parents and adult authorities to have a risk-averse perspective when it comes to youth behavior — nobody really wants too-cool parents with boundary issues. But adults also shouldn’t confuse paranoia with fact, which is easy to do when there aren’t many teen pundits around to explain what’s going on from their perspective. Sexual exploration is a valid and important part of healthy development. Going outside and talking to strangers is a valid and important part of healthy development. Kids assert their own judgment, they do it online and in real life at the same time, and they are, by and large, pretty good at it.

It’s OK, too, that adults aren’t the best at assessing risky youth behavior, especially on the Internet — kids are the ones who have to make those judgments for themselves. It only becomes a problem when adults want it both ways: when they want kids to learn decision-making, but also to automatically avoid unnecessary risks. But learning to navigate unnecessary risks is, well, necessary.

I started thinking about Pokémon and safety after I saw one of many viral tweets about interacting with kids who were playing the game. Lisa McKinley tweeted, “A little boy in my neighborhood just knocked on our door and said ‘sorry to bother you, but there’s a Pokémon in your house and I need it.’” She — “of course!” — let him in. This stuck with me because the skills a kid needs to ask their neighbor for Pokémon are not so different from the skills a boy named JaJuan needed to stay safe when his mother Shetamia Taylor was hit in the crossfire at the Dallas Black Lives Matter march. Separated from his mom, JaJuan found Angie Wisner, a stranger. Wisner told NBC that JaJuan bumped into her and asked “Ma’am can I come with you because I lost my mama?” Wisner said the same thing as McKinley, the same thing most adult strangers say when kids ask for their help: “Of course.”

In a parental nightmare scenario, Taylor was able to keep her son safe. JaJuan was prepared to handle an emergency on his own, even if that just meant finding a trustworthy stranger and asking for help. There are consequences to never taking unnecessary risks, and it’s dangerous not to let children talk to strangers, even if a parent’s risk-averse impulse might be to say, “Stop bothering that man, he hasn’t seen any Jigglypuffs!” Maybe the kid’s right. Maybe the stranger can help."
2016  malcolmharris  pokemongo  strangerdanger  risktaking  teens  children  youth  johnpalfrey  ursgasser  snapchat  sexting  paranoia  dange  safety  parenting  uber  internet  web  online  data  pokémongo 
july 2016 by robertogreco
CURYJ
"The mission of CURYJ (pronounced Courage) is to interrupt the cycles of violence and poverty by motivating and empowering young people that have been impacted directly and indirectly by the criminal justice system to make positive changes in their lives and prepare them to become the community leaders of today.

CURYJ believes that youth and young adults are the experts on the issues effecting their lives and need to be involved in developing the policies that impact them and is dedicated to providing training and technical assistance to elevate youth voice and power."
oakland  restorativejustice  education  violence  poverty  socialjustice  youth 
june 2016 by robertogreco
Department of Children, Youth and Their Families
"The Department of Children, Youth and Their Families (DCYF) brings together City government, schools, and community based organizations to help our city’s children and youth, birth to age 24, and their families lead lives full of opportunity and happiness. Through our work we help our community to:

• succeed in school and prepare for the future;
• engage in positive activities when school is out;
• and live in safe and supported communities.

The people of San Francisco made this unique, first of its kind commitment to our community in 1991 by dedicating property tax revenues to a Children and Youth Fund to finance vital services for our city’s children, youth, and their families.

Over the past 25 years, DCYF has remained a national leader in funding a wide range of essential and innovative programs. Through the Children and Youth Fund, San Francisco has made significant progress in enhancing services to all children, youth, and families in the City, with an emphasis on connecting the most vulnerable and disconnected residents to high-quality programs.

Research has shown that high-quality out-of-school time and family support opportunities lead to positive outcomes at different points throughout a child’s life trajectory. DCYF uses data analysis and evaluation to help us expand the scope and accountability of our services, with the goal of continuously increasing impact."
sanfrancisco  children  youth  families  government  dcyf  education  well-being  funding  afterschoolprograms 
june 2016 by robertogreco
Why Young Americans Are Giving Up on Capitalism | Foreign Policy
"Imagine that you’re twenty years old. You were born in 1996. You were five years old on 9/11. For as long as you can remember, the United States has been at war.

When you are twelve, in 2008, the global economy collapses. After years of bluster and bravado from President George W. Bush — who encouraged consumerism as a response to terror — it seems your country was weaker than you thought. In America, the bottom falls out fast.In America, the bottom falls out fast. The adults who take care of you struggle to take care of themselves. Perhaps your parent loses a job. Perhaps your family loses its home.

In 2009, politicians claim the recession is over, but your hardship is not. Wages are stagnant or falling. The costs of health care, child care, and tuition continue to rise exponentially. Full-time jobs turn into contract positions while benefits are slashed. Middle-class jobs are replaced with low-paying service work. The expectations of American life your parents had when you were born — that a “long boom” will bring about unparalleled prosperity — crumble away.

Baby boomers tell you there is a way out: a college education has always been the key to a good job. But that doesn’t seem to happen anymore. The college graduates you know are drowning in student debt, working for minimum wage, or toiling in unpaid internships. Prestigious jobs are increasingly clustered in cities where rent has tripled or quadrupled in a decade’s time. You cannot afford to move, and you cannot afford to stay. Outside these cities, newly abandoned malls join long abandoned factories. You inhabit a landscape of ruin. There is nothing left for you.

Every now and then, people revolt. When you are fifteen, Occupy Wall Street captivates the nation’s attention, drawing attention to corporate greed and lost opportunity. Within a year, the movement fades, and its members do things like set up “boutique activist consultancies.” When you are seventeen, the Fight for 15 workers movement manages to make higher minimum wage a mainstream proposition, but the solutions politicians pose are incremental. No one seems to grasp the urgency of the crisis. Even President Barack Obama, a liberal Democrat — the type of politician who’s supposed to understand poverty — declares that the economy has recovered."



"Does this mean that the youth of America are getting ready to hand over private property to the state and round up the kulaks? No. As many of those who reported on the Harvard survey noted, the terms “socialism” and “capitalism” were never defined. After meeting with survey takers, John Della Volpe, the director of the Harvard poll, told the Washington Post that respondents did not reject capitalism inherently as a concept. “The way in which capitalism is practiced today, in the minds of young people — that’s what they’re rejecting,” he said.

Capitalism, in other words, holds less appeal in an era when the invisible hand feels like a death grip. Americans under 20 have had little to no adult experience in a pre-Great Recession economy. Things older generations took for granted — promotions, wages that grow over time, a 40-hour work week, unions, benefits, pensions, mutual loyalty between employers and employees — are increasingly rare.

As a consequence, these basic tenets of American work life, won by labor movements in the early half of the twentieth century, are now deemed “radical.” In this context, Bernie Sanders, whose policies echo those of New Deal Democrats, can be deemed a “socialist” leading a “revolution”. His platform seems revolutionary only because American work life has become so corrupt, and the pursuit of basic stability so insurmountable, that modest ambitions — a salary that covers your bills, the ability to own a home or go to college without enormous debt — are now fantasies or luxuries.

Policies like a $15 per hour minimum wage — brought to mainstream attention not by Sanders, but by striking fast food workers years before — are not radical, but a pragmatic corrective to decades of wage depreciation. The minimum wage, which peaked in 1968, would have reached $21.72 in 2012 had it kept pace with productivity growth. Expectations of American life are formed on the premise that self-sufficiency is possible, but nearly half of Americans do not have $400 to their name. The gap between the rhetoric of “economic recovery” and “low unemployment” and the reality of how most Americans live is what makes Sanders seem unconventional: he describes widespread economic hardship many leaders rationalize or deny. Voters are not only rejecting the status quo, but how the status quo is depicted by media and politicians — the illusion that the economy is strong, and that suffering is the exception, not the rule.

We live in an era where heated rhetorical battles are fought over terms that have lost clear meaning. In an attempt to placate an angry populace, all three major candidates — Sanders, Donald Trump, and Hillary Clinton — have at various times positioned themselves as “anti-establishment”: a dubious description of two career politicians and a billionaire tycoon. “Neoliberal” has gone from a term that describes an advocate of specific economic and political policies to an insult hurled indiscriminately on social media. Thanks to Trump, the word “fascist” has reentered the American political vocabulary, with some playing down Trump’s brutal and unlawful policies on the grounds that they do not precisely emulate foreign fascist leaders of the past. Meanwhile, Trump castigates Clinton for not using the term “radical Islam.” This sparring over labels illustrates the depths of our ideological confusion.

It is in this rhetorical morass that the debate over whether young Americans support “socialism” or “capitalism” takes place. Omitted from most coverage of the Harvard poll was the fact that youth were asked not only about socialism and capitalism but four other categories. “Which of the following, if any, do you support?” the questionnaire inquired, giving the options of socialism, capitalism, progressivism, patriotism, feminism, and social justice activism. None of the terms were defined. Respondents could choose more than one. “Socialism,” at 33 percent, actually received the lowest support. “Patriotism” received the highest support, at 57 percent, while the three remaining categories were each supported by roughly half the respondents.

What do these category-based questions really tell us, then, about the allegiance of youth to ideologies? Nothing. The real answers are found in questions about policies. When asked whether they support the idea that “Basic necessities, such as food and shelter, are a right that the government should provide to those unable to afford them,” 47 percent of all respondents said “yes.” Does this indicate support for socialism? Not necessarily. It indicates that respondents grew up in an America where a large number of their countrymen have struggled to afford food and shelter — and they want the suffering to stop.

You do not need a survey to ascertain the plight of American youth. You can look at their bank accounts, at the jobs they have, at the jobs their parents have lost, at the debt they hold, at the opportunities they covet but are denied. You do not need jargon or ideology to form a case against the status quo. The clearest indictment of the status quo is the status quo itself."
age  capitalism  economics  us  socialsafetynet  socialism  2016  occupywallstreet  ows  democracy  labor  work  minimumwage  education  highered  highereducation  debt  neoliberalism  progressivism  patriotism  donaldtrump  hillaryclinton  barackobama  opportunity  hope  despair  frustration  ideology  berniesanders  employment  unemployment  youth  politics  policy  statistics 
june 2016 by robertogreco
The Awesome Foundation : Queer Kid Stuff
"Queer Kid Stuff is a new educational webseries creating LGBTQ+ videos for kids. Queer representation and content for children is scarce and Queer Kid Stuff aims to eliminate stigma by educating future generations through free and entertaining videos. The project allows young people to have access to a queer resource that is specifically made for them. Googling “What does gay mean?” only finds dictionary definitions and guides for parents and teachers to help explain the topic to children. But there are no resources specifically made for children. Queer Kid Stuff aims to change that.

In the pilot episode, co-hosts Lindsay and her best stuffed friend Teddy explain what gay means through a vlog-style conversation focused on love and family. Think Sesame Street meets Gender Studies 101. Parents, teachers and LGBTQ+ adults can use the video as a tool to help them explain what gay is to the kids in their lives, recommended for ages three to seven years. A free, printable activity sheet accompanies each episode to further emphasize the lessons of the videos through activities which can be done at home, in the classroom or wherever you might find a box of crayons.

Our Awesome Foundation grant will go directly toward producing the first full season of Queer Kid Stuff's educational videos.

Watch the first episode online now, follow them on Facebook and Tumblr, and visit the Queer Kid Stuff website for more information about this awesome project."
education  lgbtq+  lgbt  children  youth  queer  sfsh 
june 2016 by robertogreco
Teacher Tom: Revolution
"We need a revolution in how we perceive children. They are not incomplete adults or empty vessels or anything less than full-fledged human beings with rights, including the right to be respected, heard, and responded to as fellow human beings and not inferior ones to be bossed around.

We need a revolution in how we view learning. It's not the job of adults to decide what and when children learn. That is the children's job. Our responsibility as adults is to role model our values in day to day life, strive to be the person we want our kids to grow up to be, take a genuine interest in what our children are excited about, and know that childhood exists, first and foremost, for play.

We need a revolution in how we view "stuff." I recently returned from China. In the US, we tend to think of "communist" China, but that somehow hasn't been an impediment to their decision-makers deciding that the nation should move toward a "consumer economy" more like those found in western societies. The thing is, the Chinese people apparently haven't been particularly accommodating. They don't seem overly interested in more stuff, they've learned to love what they already have, and it is putting the skids on their central plan. Yes, I'm sure part of that is generations of official education emphasizing that consumerism is an evil of the west, but it is noteworthy nevertheless. Many of the barriers to improving our educational system have to do with our consumption of stuff, the cars and houses and electronics and space we think we need. It makes us need two incomes and long work days. None of it is necessary, and probably detrimental, to a satisfying life.

We need a revolution against authoritarianism. Yes, I'm talking about politics, but also about day to day life. We must rise up against the entire concept of obedience. As Utah Phillips sang, "I will not obey." And then he sang, "But I'm always ready to agree." That is, at its heart, is what this revolution is about.

All of it is scary. Our revolution requires upending at least four sacred cows. All of it is daunting. This revolution requires generations of work. I used to be uncomfortable using the word revolution, but I've come to realize that human history is one of continual revolution, we're all a part of every one of them by either our actions or inactions. Revolution is the engine of progress and we are it's fuel. We either choose our revolution or it chooses us.

Of course, I hear you: all of this is well and good for some ivory tower blogger, but what about my kid, right now? This is where idealism meets reality. Public schools are looking increasingly like test score coal mines, private education is too much of a financial stretch for most of us, we love our kids with every ounce of our beings, and we want what's best for them. Something's got to give. Given reality, given our fears, given how daunting it is, what do we do? At bottom it's a question each of us can only answer for ourselves, but I think we make a mistake when we don't err on the side of revolution because in that direction lies the better future we want for those we love.

We must be firm, I think, in our defiance of standardization in our schools and specifically I'm talking about opting our children out of high stakes testing and home work. Be assured, high stakes testing and home work are not evidence-based aides to learning: indeed the evidence points to testing and homework mostly succeeding in making our children hate school even more. Your child is objectively more likely to grow into an avid, life-long learner if he is not subjected to high stakes testing and homework. The more of us who stand up for this, the more revolutionary it will be.

The second thing you can do for your child right now is talk to your friends and family. Talk to them about their own childhoods, ask them about their memories, revel in their stories about playing outdoors, unsupervised, with their friends and few toys. Share your own stories along with your concerns about today's children missing out on that. Revolutions must speak to the souls of every day people and I've found that there is no more direct way to get there than through connecting folks with their own childhoods.

Thirdly, we can all work on how we speak with the children in our lives, striving to avoid the directives of obedience, those commands like, "Come here" or "Sit down" or "Eat this" or "Stop it!" Better is to practice replacing those commands with informative statements, like "It's time to go" or "The people behind you can't see if you stand up" or "I don't want you to do that." Yes, it takes more words, but it is trading out commands for the space of simple truth in which children can practice thinking for themselves. A revolution will not be told what to do.

And finally, perhaps most difficult, and definitely most important is coming to appreciate the beauty of living with less. This would be the greatest revolution of all. The time it would give us as parents would set our children free.

The only thing we can do is to try. Just try. I give all my respect to each one of you who does. And ultimately this is the only way to guarantee that you will be doing the best you can to make a better future for your child. A revolution will never be a result of what you do, but it will always be a result of what we do. Everything is daunting if you feel you're going it on your own. If we all try at the same time, we cannot be stopped.

Our children love freedom and so do we."
tomhobson  children  youth  rights  2016  ageism  authoritarianism  politics  schooling  policy  china  us  consumerism  consumption  childhood  play  learning  unschooling  deschooling  education  standardization  testing  standardizedtesting  freedom  sfsh  high-stakestesting 
may 2016 by robertogreco
Life under curfew for American teens: ‘it’s insane, no other country does this’ | US news | The Guardian
"Tonight though, leniency was in short supply. “Happy hunting,” was how commanding officer, Sgt Jay Moser, kicked off the sweep at the Boys & Girls Club. By 10.13pm four kids were under arrest and six more came in throughout the night. That’s an average number, says Moser. Some nights it’s higher – the division record is about 50. Others it’s lower, especially recently. “That’s not a failure,” Lt Ziegler says of the decline in numbers, which is probably a combination of police getting the word out about curfews and kids becoming more savvy at avoiding sweeps. “Basically it means that we’re doing our jobs.”

Bardis Vakili with the ACLU of San Diego questions the premise that curfews, and curfew sweeps, are the best tactic. Calling the approach “very heavy-handed”, he says that it has a lasting effect on kids. “[What is does] is cite them, offer diversion programs that are difficult to complete, and ends up in involvement in the criminal justice system,” he said, suggesting expanded after-hours options for youth instead. At the very least, he would liked to see “a real dialogue” around the topic.

One problem is that analysis of curfews is relatively scant, and opinions often fall in the more emotional realm. “It’s a gut-level sort of response,” said Councilmember Emerald, when asked about her support for the laws. “It’s not real scientific, is it?” The data though, does exist, with the California Criminal Justice Statistics Center (CJSC) keeping detailed statistics stretching from 1980 to 2014.

While officials in San Diego reject the notion of racial bias in the city’s curfew law, a Guardian analysis clearly shows that it has a disproportionate impact on minorities, especially Hispanics. In 2010, Hispanic youth accounted for 59% of all curfew arrests, as opposed to 16% for white youth. Comparatively, census figures for the same year put the city’s population at 28.8% Hispanic and 45.1% white. The data also shows that diversion programs are indeed keeping more kids of all races out of the courts. In 2011, a majority of curfew cases were handled within the department for the first time in decades. That trend has continued, with only about a third of curfew cases going to juvenile probation 2014.

As to whether the curfew actually reduces crime, critical findings like Males’s are often countered with University of California professor Patrick Kline’s research, which concludes that “curfews are effective at reducing both violent and property crimes.” The Voice of San Diego took perhaps the closest look at the situation locally.

A 2012 article challenges the alleged benefits, finding that “neighborhoods without the sweeps have reported greater drops in crime in the last five years than those with them.” Males says that, again, he’s seen a similar, broader, pattern in his research. Noting that between truancy laws and curfews kids could conceivably only be allowed outside for a few hours a day, he says, “the underlying assumption [is] that most youth are criminals.”"
sandiego  youth  lawenforcement  police  2016  curfews  law  children  teens 
may 2016 by robertogreco
On technology, culture, and growing up in a small town
"Rex Sorgatz grew up in a small and isolated town (physically, culturally) in North Dakota named Napoleon.
Out on the prairie, pop culture existed only in the vaguest sense. Not only did I never hear the Talking Heads or Public Enemy or The Cure, I could never have heard of them. With a radio receiver only able to catch a couple FM stations, cranking out classic rock, AC/DC to Aerosmith, the music counterculture of the '80s would have been a different universe to me. (The edgiest band I heard in high school was The Cars. "My Best Friend's Girl" was my avant-garde.)

Is this portrait sufficiently remote? Perhaps one more stat: I didn't meet a black person until I was 16, at a summer basketball camp. I didn't meet a Jewish person until I was 18, in college.

This was the Deep Midwest in the 1980s. I was a pretty clueless kid.

He recently returned there and found that the physical isolation hasn't changed, but thanks to the internet, the kids now have access to the full range of cultural activities and ideas from all over the world.
"Basically, this story is a controlled experiment," I continue. "Napoleon is a place that has remained static for decades. The economics, demographics, politics, and geography are the same as when I lived here. In the past twenty-five years, only one thing has changed: technology."

Rex is a friend and nearly every time we get together, we end up talking about our respective small town upbringings and how we both somehow managed to escape. My experience wasn't quite as isolated as Rex's -- I lived on a farm until I was 9 but then moved to a small town of 2500 people; plus my dad flew all over the place and the Twin Cities were 90 minutes away by car -- but was similar in many ways. The photo from his piece of the rusted-out orange car buried in the snow could have been taken in the backyard of the house I grew up in, where my dad still lives. Kids listened to country, top 40, or heavy metal music. I didn't see Star Wars or Empire in a theater. No cable TV until I was 14 or 15. No AP classes until I was a senior. Aside from a few Hispanics and a family from India, everyone was white and Protestant. The FFA was huge in my school. I had no idea about rap music or modernism or design or philosophy or Andy Warhol or 70s film or atheism. I didn't know what I didn't know and had very little way of finding out.

I didn't even know I should leave. But somehow I got out. I don't know about Rex, but "escape" is how I think of it. I was lucky enough to excel at high school and got interest from schools from all over the place. My dad urged me to go to college...I was thinking about getting a job (probably farming or factory work) or joining the Navy with a friend. That's how clueless I was...I knew so little about the world that I didn't know who I was in relation to it. My adjacent possible just didn't include college even though it was the best place for a kid like me.

In college in an Iowan city of 110,000, I slowly discovered what I'd been missing. Turns out, I was a city kid who just happened to grow up in a small town. I met other people from all over the country and, in time, from all over the world. My roommate sophomore year was black.1 I learned about techno music and programming and photography and art and classical music and LGBT and then the internet showed up and it was game over. I ate it all up and never got full. And like Rex:

Napoleon had no school newspaper, and minimal access to outside media, so I had no conception of "the publishing process." Pitching an idea, assigning a story, editing and rewriting -- all of that would have baffled me. I had only ever seen a couple of newspapers and a handful of magazines, and none offered a window into its production. (If asked, I would have been unsure if writers were even paid, which now seems prescient.) Without training or access, but a vague desire to participate, boredom would prove my only edge. While listlessly paging through the same few magazines over and over, I eventually discovered a semi-concealed backdoor for sneaking words onto the hallowed pages of print publications: user-generated content.

That's the ghastly term we use (or avoid using) today for non-professional writing submitted by readers. What was once a letter to the editor has become a comment; editorials, now posts. The basic unit persists, but the quantity and facility have matured. Unlike that conspicuous "What's on your mind?" input box atop Facebook, newspapers and magazines concealed interaction with readers, reluctant of the opinions of randos. But if you were diligent enough to find the mailing address, often sequestered deep in the back pages, you could submit letters of opinion and other ephemera.
I eventually found the desire to express myself. Using a copy of Aldus PhotoStyler I had gotten from who knows where, I designed party flyers for DJ friends' parties. I published a one-sheet periodical for the residents of my dorm floor, to be read in the bathroom. I made meme-y posters2 which I hung around the physics department. I built a homepage that just lived on my hard drive because our school didn't offer web hosting space and I couldn't figure out how to get an account elsewhere.3 Well, you know how that last bit turned out, eventually.4"
jasonkottke  kottke  rexsorgatz  2016  rural  internet  web  isolation  connectivity  change  subcultures  media  culture  childhood  youth  teens  socialmedia  college  education  universities  highered  highereducation  midwest  cv  music  film  television  tv  cable  cabletv  cosmopolitanism  worldliness  urban  urbanism  interneturbanism  1980s  northdakota  minnesota  homogeneity  diversity  apclasses  aps  religion  ethnicity  race  exposure  facebook 
april 2016 by robertogreco
Has the Internet Really Changed Everything? — Backchannel
[See also: http://kottke.org/16/04/on-technology-culture-and-growing-up-in-a-small-town ]

"How have decades of mass media and technology changed us? A writer returns to his remote hometown — once isolated, now connected. And finds unexpected answers."



"In the Napoleon of the 1980s, where I memorized the alphabet and mangled my first kiss, distractions were few. There were no malls to loiter, no drags to cruise. With no newsstand or bookstore, information was sparse. The only source of outside knowledge was the high school library, a room the size of a modest apartment, which had subscriptions to exactly five magazines: Sports Illustrated, Time, Newsweek, U.S. News & World Report, and People. As a teenager, these five magazines were my only connection to the outside world.

Of course, there was no internet yet. Cable television was available to blessed souls in far-off cities, or so we heard, but it did not arrive in Napoleon until my teens, and even then, in a miniaturized grid of 12 UHF channels. (The coax would transmit oddities like WGN and CBN, but not cultural staples like HBO or Nickelodeon. I wanted my MTV in vain.) Before that, only the staticky reception of the big three — ABC, CBS, NBC — arrived via a tangle of rabbit ears. By the time the PBS tower boosted its broadcast reach to Napoleon, I was too old to enjoy Sesame Street.

Out on the prairie, pop culture existed only in the vaguest sense. Not only did I never hear the Talking Heads or Public Enemy or The Cure, I could never have heard of them. With a radio receiver only able to catch a couple FM stations, cranking out classic rock, AC/DC to Aerosmith, the music counterculture of the ’80s would have been a different universe to me. (The edgiest band I heard in high school was The Cars. “My Best Friend’s Girl” was my avant-garde.)

Is this portrait sufficiently remote? Perhaps one more stat: I didn’t meet a black person until I was 16, at a summer basketball camp. I didn’t meet a Jewish person until I was 18, in college.

This was the Deep Midwest in the 1980s. I was a pretty clueless kid."



"“Basically, this story is a controlled experiment,” I continue. “Napoleon is a place that has remained static for decades. The economics, demographics, politics, and geography are the same as when I lived here. In the past twenty-five years, only one thing has changed: technology.”

Photog2 begins to fiddle with an unlit Camel Light, which he clearly wants to go smoke, even if it is 8 degrees below zero outside. But I am finding the rhythm of my pitch.

“All scientific experiments require two conditions: a static environment and a control — a testable variable that changes. Napoleon is the static environment; technology, the control. With all else being equal, this place is the perfect environment to explore societal questions like, What are the effects of mass communications? How has technology transformed the way we form ideas? Does access to information alone make us smarter?”

“How am I supposed to photograph that?” asks Photog2."



"As we discuss other apps on his home screen — YouTube, eBay, Facebook, Twitter, Yahoo — I realize that my line of questions are really just attempts to prove or disprove a sentence that I read on the flight to Dakota. The sentence appears on page 20 of Danah Boyd’s book, It’s Complicated, a study of the social lives of networked teens:
What the drive-in was to teens in the 1950s and the mall was in the 1980s, Facebook, texting, Twitter, instant messaging, and other social media are to teens now.

I cannot shake the sentence, which seems to contain between its simple words a secret key, a cipher to crack my inquiries into technology and change. Napoleon didn’t have a drive-in in the 1950s, or a mall in the 1980s, but today it definitely has the same social communications tools used by every kid in the country. By that fact alone, the lives of teenagers in Napoleon must be wildly different than they were 20 years ago. But I lack the social research finesse of Boyd, who could probably interrogate my thesis about technology beyond anecdote. So I change the topic to something I know much better: television."



"Whether with sanguine fondness or sallow regret, all writers remember their first publishing experience — that moment when an unseen audience of undifferentiated proportion absorbs their words from unknown locales.
I remember my first three.

Napoleon had no school newspaper, and minimal access to outside media, so I had no conception of “the publishing process.” Pitching an idea, assigning a story, editing and rewriting — all of that would have baffled me. I had only ever seen a couple of newspapers and a handful of magazines, and none offered a window into its production. (If asked, I would have been unsure if writers were even paid, which now seems prescient.) Without training or access, but a vague desire to participate, boredom would prove my only edge. While listlessly paging through the same few magazines over and over, I eventually discovered a semi-concealed backdoor for sneaking words onto the hallowed pages of print publications: user-generated content.

That’s the ghastly term we use (or avoid using) today for non-professional writing submitted by readers. What was once a letter to the editor has become a comment; editorials, now posts. The basic unit persists, but the quantity and facility have matured. Unlike that conspicuous “What’s on your mind?” input box atop Facebook, newspapers and magazines concealed interaction with readers, reluctant of the opinions of randos. But if you were diligent enough to find the mailing address, often sequestered deep in the back pages, you could submit letters of opinion and other ephemera.

This was publishing to me. My collected works were UGC."



"“What are your favorite apps?”

This time my corny question is fielded by Katelyn, another student who my mother suggests will make a good subject for my harebrained experiment. During her study hall break, we discuss the hectic life of a millennial teenager on the plains. She is already taking college-level courses, lettering in three varsity sports, and the president of the local FFA chapter. (That’s Future Farmers of America, an agricultural youth organization with highly competitive livestock judging and grain grading contests. It’s actually a huge deal in deep rural America, bigger than the Boy and Girl Scouts. Katelyn won the state competition in Farm Business Management category.)

To the app question, she recites the universals of any contemporary young woman: Snapchat, Instagram, Pinterest. She mentions The Skimm as a daily news source, which is intriguing, but not as provocative as her next remark: “I don’t have Facebook.”

Whoa, why?

“My parents don’t support social media,” says the 18-year-old. “They didn’t want me to get Facebook when I was younger, so I just never signed up.” This is closer to the isolationist Napoleon that I remember. They might not ban books anymore, but parents can still be very protective.

“How do you survive without Facebook?” I ask. “Do you wish you had it?”

“I go back and forth,” she avers. “It would be easier to connect with people I’ve met through FFA and sports. But I’m also glad I don’t have it, because it’s time-consuming and there’s drama over it.”

She talks like a 35-year-old. So I ask who she will vote for.

“I’m not sure. I like how Bernie Sanders is sounding.”

I tell her a story about a moment in my junior civics class where the teacher asked everyone who was Republican to raise their hand. Twenty-five kids lifted their palms to the sky. The remaining two students called themselves Independents. “My school either had zero Democrats or a few closeted ones,” I conclude.

She is indifferent to my anecdote, so I change the topic to music.

“I listen to older country,” she says. “Garth Brooks, George Strait.” The term “older country” amuses me, but I resist the urge to ask her opinion of Jimmie Rodgers. “I’m not a big fan of hardcore rap or heavy metal,” she continues. “I don’t understand heavy metal. I don’t know why you would want to listen to it.”

So no interest in driving three hours in the snow to see AC/DC at the Fargodome last night?

“No, I just watched a couple Snapchat stories of it.”

Of course she did.

While we talk, a scratchy announcement is broadcast over the school-wide intercom. A raffle drawing ticket is being randomly selected. I hear Jaden’s name announced as the winner of the gigantic teddy bear in my mother’s office.
I ask Katelyn what novel she read as a sophomore, the class year that The Catcher in the Rye was banned from my school. When she says Fahrenheit 451, I feel like the universe has realigned for me in some cosmic perfection.

But my time is running out, and again I begin to wonder whether she is proving or disproving my theories of media and technology. It’s difficult to compare her life to mine at that age. Katelyn is undoubtedly more focused and mature than any teenager I knew in the ’80s, but this is the stereotype of all millennials today. Despite her many accomplishments, she seems to suppress the hallmark characteristic of her ambitious generation: fanatic self-regard. Finally, I ask her what she thinks her life will be like in 25 years.

“I hope I’ll be married, and probably have kids,” she says decisively. “I see myself in a rural area. Maybe a little bit closer to Bismarck or Fargo. But I’m definitely in North Dakota.”

I tell her that Jaden gave essentially the same answer to the question. Why do you think that is?

“The sense of a small community,” she says, using that word again. “Everyone knows each other. It’s a big family.”"
internet  technology  rexsorgatz  2016  isolation  cv  web  online  culture  distraction  media  film  music  quietude  publishing  writing  worldliness  rural  howwelive  thenandnow  change  community  smalltowns  schools  education  journalism  books  censorship  fahrenheit451  raybradbury  thecatcherintherye  jdsalinger  newspapers  communication  socialmedia  snapchat  facebook  instagram  pinterest  theskimm  news  danahboyd  youtube  ebay  yahoo  twitter  videogames  gaming  subcultures  netflix  teens  youth  connectivity  childhood  college  universities  highered  highereducation  midwest  television  tv  cable  cabletv  cosmopolitanism  urban  urbanism  interneturbanism  1980s  northdakota  homogeneity  diversity  apclasses  aps  religion  ethnicity  race  exposure 
april 2016 by robertogreco
Databite No. 76: Neil Selwyn - live stream - YouTube
"Neil Selwyn presents (Dis)Connected Learning: the messy realities of digital schooling: In this Databite, Neil Selwyn will work through some emerging headline findings from a new three year study of digital technology use in Australian high schools. In particular Neil will highlight the ways in which schools’ actual uses of technology often contradict presumptions of ‘connected learning’, ‘digital education’ and the like. Instead Neil will consider ….

• how and why recent innovations such as maker culture, personalised learning and data-driven education are subsumed within more restrictive institutional ‘logics’;

• the tensions of ‘bring your own device’ and other permissive digital learning practices • how alternative and resistant forms of technology use by students tend to mitigate *against* educational engagement and/or learning gains;

• the ways in which digital technologies enhance (rather than disrupt) existing forms of advantage and privilege amongst groups of students;

• how the distributed nature of technology leadership and innovation throughout schools tends to restrict widespread institutional change and reform;

• the ambiguous role that digital technologies play in teachers’ work and the labor of teaching;

• the often surprising ways that technology seems to take hold throughout schools – echoing broader imperatives of accountability, surveillance and control.

The talk will provide plenty of scope to consider how technology use in schools might be ‘otherwise’, and alternate agendas to be pursued by educators, policymakers, technology developers and other stakeholders in the ed-tech space."

[via: "V interesting talk by Neil Selwyn on ed-tech and (dis)connected learning in school"
https://twitter.com/audreywatters/status/718900001271783424 ]

"the grammar of schooling"
neilselwyn  edtech  byod  via:audreywatters  logitics  technology  teaching  learning  howweteacher  power  mobile  phones  ipads  laptops  pedagogy  instruction  resistance  compliance  firewalls  making  makingdo  youth  schools  design  micromanagement  lms  application  sameoldsameold  efficiency  data  privacy  education  howweteach  regimentation  regulation  rules  flexibility  shininess  time  schooliness  assessment  engagement  evidence  resilience  knowledge  schedules  class  leadership  performativity  schooldesign  connectedlearning  surveillance  control  accountability  change  institutions  deschooling  quest2play  relationships  curriculum  monitoring  liberation  dml  liberatorytechnology  society  culture  ethnography  schooling  sorting  discipline 
april 2016 by robertogreco
Project NIA Audio | Free Listening on SoundCloud
"Launched in 2009, Project NIA is an advocacy, organizing, popular education, research, and capacity-building center with the long-term goal of ending youth incarceration. We believe that several simultaneous approaches are necessary in order to develop and sustain community-based alternatives to the system of policing and incarceration. Our mission is to dramatically reduce the reliance on arrest, detention, and incarceration for addressing youth crime and to instead promote the use of restorative and transformative practices, a concept that relies on community-based alternatives."

[via: Johnny Cash, Prison Reformer
http://www.usprisonculture.com/blog/2016/03/29/podcast-johnny-cash-prison-reformer-part-1/
http://www.usprisonculture.com/blog/2016/03/30/podcast-johnny-cash-prison-reformer-part-2/ ]
incarceration  youthincarceration  youth  policing  advocacy  organizing 
april 2016 by robertogreco
Kurt Hahn - Wikipedia
"Six Declines of Modern Youth

1. Decline of Fitness due to modern methods of locomotion [moving about];
2. Decline of Initiative and Enterprise due to the widespread disease of spectatoritis;
3. Decline of Memory and Imagination due to the confused restlessness of modern life;
4. Decline of Skill and Care due to the weakened tradition of craftsmanship;
5. Decline of Self-discipline due to the ever-present availability of stimulants and tranquilizers;
6. Decline of Compassion due to the unseemly haste with which modern life is conducted or as William Temple called "spiritual death".

Hahn not only pointed out the decline of modern youth, he also came up with four antidotes to fix the problem.

1. Fitness Training (e.g., to compete with one's self in physical fitness; in so doing, train the discipline and determination of the mind through the body)
2. Expeditions (e.g., via sea or land, to engage in long, challenging endurance tasks)
3. Projects (e.g., involving crafts and manual skills)
4. Rescue Service (e.g., surf lifesaving, fire fighting, first aid)

Ten Expeditionary Learning Principles
These 10 principles, which seek to describe a caring, adventurous school culture and approach to learning, were drawn[by whom?] from the ideas of Kurt Hahn and other education leaders[which?] for use in Expeditionary Learning Outward Bound (ELOB) schools.

1. The primacy of self-discovery
Learning happens best with emotion, challenge and the requisite support. People discover their abilities, values, passions, and responsibilities in situations that offer adventure and the unexpected. In Expeditionary Learning schools, students undertake tasks that require perseverance, fitness, craftsmanship, imagination, self-discipline, and significant achievement. A teacher’s primary task is to help students overcome their fears and discover they can do more than they think they can.

2. The having of wonderful ideas
Teaching in Expeditionary Learning schools fosters curiosity about the world by creating learning situations that provide something important to think about, time to experiment, and time to make sense of what is observed.

4. The responsibility for learning
Learning is both a personal process of discovery and a social activity. Everyone learns both individually and as part of a group. Every aspect of an Expeditionary Learning school encourages both children and adults to become increasingly responsible for directing their own personal and collective learning.

4. Empathy and caring
Learning is fostered best in communities where students’ and teachers’ ideas are respected and where there is mutual trust. Learning groups are small in Expeditionary Learning schools, with a caring adult looking after the progress and acting as an advocate for each child. Older students mentor younger ones, and students feel physically and emotionally safe.

5. Success and failure
All students need to be successful if they are to build the confidence and capacity to take risks and meet increasingly difficult challenges. But it is also important for students to learn from their failures, to persevere when things are hard, and to learn to turn disabilities into opportunities.

6. Collaboration and competition
Individual development and group development are integrated so that the value of friendship, trust, and group action is clear. Students are encouraged to compete not against each other but with their own personal best and with rigorous standards of excellence.

7. Diversity and inclusion
Both diversity and inclusion increase the richness of ideas, creative power, problem-solving ability, respect for others. In Expeditionary Learning schools, students investigate value their different histories talents as well as those of other communities cultures. Schools learning groups heterogeneous.

8. The natural world
Direct respectful relationship with the natural world refreshes the human spirit teaches[clarification needed] the important ideas of recurring cycles and cause and effect. Students learn to become stewards of the earth and of future generations.

9. Solitude and reflection
Students and teachers need time alone to explore their own thoughts, make their own connections, and create their own ideas. They also need time to exchange their reflections with others.

10. Service and compassion
We are crew, not passengers. Students and teachers are strengthened by acts of consequential service to others, and one of an Expeditionary Learning school's primary functions is to prepare students with the attitudes and skills to learn from and be of service to others."
kurthahn  learning  youth  fitness  health  skill  care  self-discipline  memory  imagination  consumerism  spectatoritis  locomotion  williamtemple  stimulation  expeditions  projects  projectbasedlearning  self-discovery  howwelearn  outwardbound  unitedworldcolleges  collaboration  competition  nature  outdoors  solitude  reflection  compassion  service  servicelearning  howweteach  education  pedagogy  experientiallearning  experience  success  failure  empathy  caring  responsibility 
april 2016 by robertogreco
Room to Rise: The Lasting Impact of Intensive Teen Programs in Art Museums | Whitney Museum of American Art
"Explore findings from a groundbreaking research and evaluation initiative investigating the long-term impacts of museum programs for teens. Drawing on reflections and input from hundreds of program alumni across the United States, this study documents powerful effects on participants, including lasting engagement with arts and culture, significant personal and professional development, and increased leadership skills and civic engagement. 

ABOUT THE STUDY

Room to Rise is the result of a multi-year collaboration between the Whitney Museum of American Art, the Walker Art Center, the Contemporary Arts Museum Houston, and The Museum of Contemporary Art, Los Angeles, with support from a National Leadership Grant from the federal Institute of Museum and Library Services. Each of the participating museums is home to a nationally recognized teen program that has operated continuously since the 1990s. These programs bring highly diverse urban youth together to work collaboratively with museum staff and artists, developing vibrant activities and events to engage teen audiences, from tours and exhibitions to performances and fashion shows. Lead Research Advisor Mary Ellen Munley and a network of critical friends and expert advisors guided this practitioner-driven research, which incorporates innovative arts-based methods. The study offers a detailed look at the lasting impact of these programs, and highlights key engagement strategies for educators.



PROJECT FINDINGS

Program participants reported that their experiences as teens in museums were transformational, shaping their adult lives in significant ways. This study traces a relationship between high impact engagement strategies, short-term outcomes, and long-lasting impacts for alumni, including:

Personal identity and self-knowledge
Lifelong relationship to museums and culture
Expanded career horizons
A worldview grounded in art
Community engagement and influence"
art  arteducation  research  teens  youth  via:caseygollan  moca  walkerartcenter  whitney  longterm  lcproject  openstudioproject  education  learning  identity  arts  culture  museums  slef-knowledge  community  2015  sfsh 
april 2016 by robertogreco
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