Making a Changemaker: Five Ways to Help Kids Find Their Cause

NPR’s Planet Money recently ran a story about Madeline Messer, a 12 year old girl who wrote an op ed piece for the Washington Post about how unfair it was that she had to pay extra to play her favorite video game with a female character. She researched more than 50 games and found that very few of them had female characters available as the free starter character. In conducting her research and writing her letter, Madeline actively engaged in the public discourse about gender and equity.

I remember being about the same age and writing to my US Senator about the lack of movies being made for children. I think that year there were no G rated movies. Senator Lugar’s office wrote back to me. I remember thinking at that moment that what I thought mattered.

These early experiences small, like mine, or larger like Madeline’s provide first forays into our civic spaces. There are easy things we can do to help our children find their voice and follow their interests into the public sphere.

1. First and foremost eat dinner together and use it as a time to discuss your children’s interests. Where appropriate help them see how their interests fit into a larger community. For instance, a child who loves to skateboard will be interested to know about efforts to create a skate park or curtail skateboarding in a favorite place. Growing up, the dinner table was where I learned about the issues my parents cared about; why my mother helped start a recycling campaign in our city and why my father took a leave from his job to help manage a gubernatorial campaign.
2. In age appropriate ways discuss what is going on in your community,state, nation, even the world. Obviously, not every current event is right for young children, and yet we do our children a disservice in completely insulating them from the world around them. With young children, seek out good news, developments in science and technology, events and topics that are happening close to home. Share these with your children.There are a number of age appropriate news sources that can serve as a basis for what you discuss. When children have a question about something they have overheard, ask them what they know. Answer their questions simply and with age appropriate information. Correct misconceptions and share with them what you think. As they grow older, your conversations will deepen.
3. Model civic engagement for your children. Our children are always watching us. What we do is as instructive to them as what we say to them. Whether you are involved in protecting your local watershed, helping to choose a new pastor at your church, serving on a board of directors, or preserving a historic building, speak openly with your children about your involvement and why it matters to you.
4. Talk about politics and our system of government. While civic engagement is broader than partisan politics, our system of government works best when we are actively involved in the important discussions of the time.  Local, state and national election cycles provide us with wonderful opportunities to help our children get beyond the impossible to ignore campaign advertising and understand the underlying issues. The ability to think critically and deeply about campaign topics are important skills to cultivate. Encouraging our children to listen respectfully to the opinions of others while developing their own opinions takes practice. As they get older, encourage them to write to their representatives and their local news sources.
5. Take your children with you out into public spaces. Volunteering in local service organizations, participating in groups like Girl Scouts, attending rallies, town hall meetings and other events are all opportunities for us as parents to help our children see themselves as active participants in their communities. The Chester County Community Foundation website is just one of many resources for finding family friendly volunteer opportunities. The spring and fall are full of family friendly events. Every weekend any number of worthy causes sponsors walks, runs, and swims to raise awareness and money for everything from Multiple Sclerosis, to Breast Cancer, to AIDS, to Autism. These events need walkers, runners, AND volunteers. One way to connect with an event is to choose something that touches a friend or family member. Another way is to give your children a few choices and let them pick what you as a family will do together.

It's not enough to vote and pay taxes; democracies need citizens actively engaged in public discourse in all areas. Our children have a stake in a healthy, functioning civil society. Helping children see themselves as agents of change, as actors in their communities encourages their growth into a sense of responsibility for their communities and their neighbors. Giving them opportunities to talk with us and have early civic experiences with us, fosters their understanding of how to be generally informed and how to choose specific areas for their particular involvement.

This is a repost from A Well-Lit Path: A Blog from Westtown School's Parent Partnering Program

Interim - Not just a stop gap

Starting tomorrow (1/6/2014) and continuing through June 30, 2014 I am the Upper School Interim Principal. Our previous principal, Eric Mayer, has assumed his new job as Head of School at St Stephen's in Rome. Last summer in anticipation of his departure, in good Quaker order we convened a search committee and conducted a nationwide search. With great excitement, Chris Benbow was selected and accepted the job as our next Upper School Principal. He needed to finish out his current year at The William's School. I am filling the gap.

Many of the goals I set for myself at the beginning of the year have to be set aside. Fortunately, my predecessor and mentor is coming out of retirement to take on most of my responsibilities as Director of Teaching and Learning (DT&L). He will oversee the Visual Arts and Performing Arts curricular reviews. He will participate in the remaining 360 faculty evaluations scheduled for the year. He will take over leadership of the Professional Development Committee, shepherd through the second year of our sabbatical process, and support our first year teacher induction program. Finally, (and most dear to my heart) he will take charge of my five interns.

People I haven't seen since the interim announcement congratulate me, my extended family sees this as a plum, even a temporary promotion (principal makes more sense than Director of Teaching and Learning) . My immediate family and friends know I don't see it that way -- I see it as moving down the hall to a different office, switching administrative assistants, and trading one set of responsibilities and opportunities for another. Furthermore, I know that the challenge to create space for thinking, creating, and planning will multiple exponentially. Part of my role as DT&L was to meet with each of our principals and create space through our conversations for them to take in the bigger picture. Being principal brings with it the unpredictability of students and their parents. Equally, as principal I will be directly responsible for a large faculty rather than the eleven folks who currently report to me. This brings with it another level complexity. In honesty, this dailiness and what one colleague calls the firefighter nature of being a principal is what concerns me the most. At the same time, the opportunity to be in relationship with more of Westtown's constituents is one of the draws to my move down the hall.

I suspect that there are some on the Upper School faculty who are hoping that with an interim, we will take a collective deep breath and hold off on further transformations-- just teach our classes and consolidate the changes already made. Indeed how much change can a six month interim reasonably expect to effect. And yet, when our Head of School asked me what I was excited about in taking on this work, I realized it was the ability to better drive the Upper School initiatives I was supporting in my DT&L role. The next six months will see the actualization of four projects in the works for quite a while. Two will be trans-formative, the other two will require systemic disruptions to the way we have "always" done things.

So I have new/old goals for the rest of the year:

• To ask lots of questions
• To bring my full attention to the person/people sitting with me in my office
• To do this work before me with integrity
• To lead our faculty through to realization of the school's initiatives
• To challenge our faculty to be stewards of our students and the world they live in.
• And to happily hand off this work to our new principal in July!

Civic Space: a kinesthetic experience

In both of my history classes we have been examining the expansion of democracy in the 19th and early 20th centuries. In World History we have been asking ourselves whether or not suffrage alone is sufficient to consider a country democratic. Who needs to vote? Who has the vote who doesn't? Is it possible to have universal adult suffrage and not have democracy? We have asked ourselves what else might be required. Some students suggested a written constitution might be a prerequisite, others wanted a legal system that treated everyone the same. Still other students felt guarantees of basic human rights were essential ingredients for a functioning democracy. Interestingly, none of them on came up with the idea of civic space, civic organizations, or civic engagement. Alexis de Tocqueville identified American volunteerism or the tendency to form associations as a defining characteristic of American democracy. My students have grown up with this most basic and necessary ingredient as a part of the air they breath. Every Saturday, these self same students may see this at work when two groups share the public square in West Chester, PA. On one side of the intersection are those carrying flags and signs telling us to  "Support our Troops" or "Thank our military heroes". On the other side of the intersection another group carries flags with the stars arranged in a peace symbol and holding signs telling us that "War is not the answer" or "Support our troops, bring them home".

Occupy Wall Street is back in New York (though you wouldn't know it from the non existent news coverage). Every weekend in the spring groups gather for walks, health festivals, protests and rallies (large and small). This rainy Sunday morning, 17 Westtown students and assorted adults joined several hundred other folks from around Delaware and Chester County to participate in the Walk MS event. With their feet and in the rain these kids engaged in the public discourse around Multiple Sclerosis. They helped to re-create and sustain the civic space so vital to a successful democracy. While not as dramatic as the March on Washington in 1963 or the Bonus Army occupation in 1932, this was civic engagement all the same. These weren't truckers protesting fuel prices or public workers in Wisconsin protesting changes in their pay structure. They were, two girls whose mothers have MS. These two girls wanted to raise awareness of the disease for their peers and take action in a tangible way. Their friends wanted to help. This is how all movements large and small begin. These two girls and their friends now have another experience upon which to build of making change, of being involved. Citizenship is not waiting for good things to be handed down from on high (it never has worked that way-ask Alice Paul) -- waiting versus acting might be the difference between being a subject and being a citizen. These Westtown students have begun to understand through their walking today, that citizenship means action. Whenever we create space for our students to actively engage as opposed to passively receive we insure the health of our democracy.

21st Century Education or service learning in Washington DC

I spent last week at the William Penn House in Washington, DC. My job was to chaperone ten high school seniors involved in a two week experiential learning project combining service and urban living. William Penn House staff had arranged for us to work at Street Church, DC Central Kitchen, Food and Friends, and meet with a representative from Friends Committee on National Legislation. Along with learning to navigate a complex public transportation system, find restaurants that were good and kept within our per diem food allowance, and get along with each other, we did real work for the organizations we went to. My colleague Whitney is with the students the second week.

Seven hours after saying goodbye to the students,  I sat down with my family and we watched the movie " The Social Network". I wonder if my strong reaction to the movie wasn't heightened by my experience in DC the previous week. By the end of the movie, I was sure there were no heroes or even anti-heroes in the entire film. Instead, the best and brightest at our top universities were depicted as cheats, vapid partyers, amoral people out for cheap thrills or scads of easily acquired money. Apparently, young women in these colleges are there to provide young men with willing participants in table dancing, strip poker and to proivde warm bellies for snorting coke.  The adults in the movie were no better, they were largely absent, only showing up as a paranoid svengali type, lawyers and removed academics. Is this the best we have to hope for?

I would like to think the young people I traveled with last week are better than the characters in the movie. Certainly, the past week they have had experiences working alongside men and women whose lifes' journeys are very different from their own. At Street Church one of the their fellow workers was a homeless man, a schizophrenic who had managed to stay on his medication for sixth months and was looking to transition into a half way house. At DC Central Kitchen our supervisor was an imposing women who had worked her way through DCCK's job training program to the point that she was now responsible for breakfast preparation for several thousand meals a day. When we visited with the FCNL representative two of my students shared with the group their vision for serving their communities through creating their own businesses and thus creating jobs. Two other students shared their own sense of satisfaction in the work we had been doing and connecting its necessity with their own academic aspirations. These are ambitious kids, with high academic and professional goals for themselves as future entrepreneurs, marine biologists, economists, public health workers. They have their eye on the prize so to speak. One of the other aha moments may have come when the aspiring marine biologist wondered aloud if learning to lobby Congress wasn't going to be important to his long term career aspirations.

I would like to believe that after these students have experienced the empty, pointless, gross partying that goes on at every college campus, they will fall back on their own well developed skills of better entertainment and relaxation. While here in DC in their free time they chose to go to Arlington Cemetary, play cards with each other, visit the homes of friends, attend basketball games, explore sections of the city we hadn't yet gone to. They were never bored. AND I hope they will remain focused on the purpose filled lives they have each described in some detail that they aspire to living.