Home » Posts tagged 'dewey'
Tag Archives: dewey
In considering how youth participate in their education, I’m often drawn to John Dewey’s focus on conceptualizing not what education is, but where it is. This notion of environing education has come up on numerous occasions in our YMEJ discussions, and I find myself reflecting on it when I visit the creative writing and media literacy workshops an alternative to detention (ATD) program for youth ages 12-16 in Harlem. The workshops invite all those involved to consider how we develop spaces that acknowledge or allow students to share and reflect on their stories. Creating a space like this takes conscious work, as Dr. Suzanne Carothers reminded us during a recent class visit. In our classroom that evening, Dr. Carothers created a space in which she modeled vulnerability through her own sharing, which built a shared assumption that we, too, could be vulnerable and share our stories with her and each other. She mentioned how a teacher’s first job was to “create the space where people can say what matters to them.”
Connecting these thoughts back to the youth who attend the ATD workshops, I want to consider how and where we create these spaces for vulnerability with them. We might consider these safe spaces of sorts, but I’ve also come to see how safe spaces are always shifting, for all of us. (A classmate shared what I found was a useful way to think about what a safe space is: a place where a person can feel comfortable feeling uncomfortable.) How can we create spaces in which we and our students feel comfortable with the discomfort of being vulnerable?
Professor Lalitha Vasudevan, Kristine Kerr, and several of their colleagues take up this question in their article Cosmopolitan Literacies of Belonging in an After-school Program With Court-Involved Youths. Focusing specifically on these ATD workshops, their exploration of multimodal literacies and cosmopolitanism led them to the idea of belonging in a space, and how play and laughter can generate those feelings of belonging. As I move forward with my own work with the ATD, I’m considering how I can create the conditions in which play and laughter are legitimized in the same ways that practices such as reading and writing often are in education spaces. So, the big question: How can we remain open to the ways in which youth are seeking or finding ways of being vulnerable, of belonging, in traditional or non-traditional education spaces?