WHAT IS YOUTH WORK? (TRACING HISTORY)

This post is what is sometimes referred to as K/L/M (or know/ learn/ more). What did you already KNOW--what did these articles affirm for you? What did you LEARN about the history and practice of youth development? And what do you want to know MORE about?

1. Reclaiming Community: Race and the Uncertain Future of Youth Work

KNOW:

Through my coursework in Justice Studies, I developed a deep understanding of the complex interplay between socioeconomic and political forces—such as systemic racism, economic inequality, and poverty—that shape educational outcomes for minority communities in the United States. Historically, schools have frequently been sites of profound suffering, trauma, and cultural violence for Black, Indigenous, and Latinx communities (Baldridge, 2019). These educational institutions, rather than serving as spaces for empowerment, have often perpetuated systemic oppression through practices like forced assimilation, segregation, and the erasure of cultural identities. For Indigenous populations, this included the brutal legacy of boarding schools, where children were separated from their families and stripped of their language and traditions. Black communities endured the violence of segregation and underfunded, inferior schools due to Jim Crow laws, while Latinx students have faced cultural marginalization, language discrimination, and exclusionary practices. These injustices have deeply impacted the educational experiences of these communities, reinforcing broader patterns of racial inequality and hindering their access to equal opportunities. These factors often create significant barriers to college attainment, as marginalized groups face challenges like limited access to academic resources and discriminatory practices within the education system. This knowledge has given me a comprehensive perspective on the broader structural issues that contribute to the persistent achievement gap in higher education.

LEARN:

I came away with the powerful realization that one person can indeed make a profound difference. Under the visionary leadership of Dr. Leah Davis, the youth workers at Educational Excellence were united by a shared belief in the humanity and potential of African American and other minority youth. Dr. Davis brought a contagious energy and passion to the organization, fostering a dynamic and deeply engaging environment between staff and youth. She not only enhanced the sense of community but also actively resisted the prevalent, harmful narrative of color blindness, which often disregards the unique experiences and challenges faced by minority students. Her leadership created a family-like atmosphere, where the values of inclusivity and empowerment were paramount. However, following Dr. Davis's departure, the organization underwent significant changes—marked by a high turnover of staff and a shift toward a more privatized structure. This restructuring ultimately altered the organization’s culture, moving it away from its previous emphasis on social justice.

MORE: 

I am eager to delve deeper into the youth work that has been carried out in African American communities, particularly in the realm of literacy and education. I am especially interested in exploring the innovative approaches taken to help students unlearn the false and distorted histories often taught in schools, while also fostering political consciousness and critical thinking. Additionally, I aim to thoroughly investigate the youth workers themselves—understanding their backgrounds, what inspired them to engage in this vital work, and how they came to develop their pedagogical strategies. I am fascinated by how these individuals skillfully navigate the intricate economic, social, and political obstacles in their efforts to empower young people. Specifically, I want to examine the creative methods they employ to overcome systemic barriers, engage with students, and create educational spaces that prioritize political awareness.

2. Decolonizing Youth Development: Re-Imagining Youth Work for Indigenous Youth Futures:

KNOW:

The concept of the White Man's Burden, deeply rooted in colonial ideology, perpetuated the belief that Western powers had a moral duty to "civilize" non-Western societies. This notion was frequently used to justify imperialism, cultural domination, and the subjugation of colonized peoples. In my academic work, I have explored how Western rationality has historically been positioned as superior, systematically marginalizing and devaluing the knowledge systems, cultural traditions, and worldviews of non-Western communities. By examining this text in particular, I have gained a deeper understanding of how these ideological frameworks were instrumental in legitimizing colonial exploitation, reinforcing racial hierarchies, and sustaining global power imbalances throughout history. This exploration has also highlighted the long-lasting effects of these structures on contemporary global relations and perceptions of superiority.

LEARN:

I gained profound insights, particularly from discovering that the Truth and Reconciliation Commission on Canadian Residential Schools documented the deaths of over 6,000 Indigenous students. This meant that a Native child attending a residential school was statistically more likely to die than a Canadian soldier fighting in World War II (Johnston-Goodstar, 2020). This comparison underscores the devastating impact of these institutions on Indigenous communities. I was also struck by the outlandish claims that white boys were considered the evolutionary equivalents of Indigenous adults. Additionally, I discovered that programs like YMCA summer camps aimed to "develop" young boys and girls by mimicking traditional Native American practices, while playgrounds were established with the intent of harnessing so-called "savage" behaviors, using play as a way to "evolve" children. These revelations highlight the disturbing ways in which Indigenous culture was both appropriated and pathologized under the guise of education and development.

MORE:

I am eager to explore strategies for reversing the ongoing erasure and replacement of Indigenous life, recognizing the immense value of preserving and passing on Indigenous history, culture, and traditions to future generations. I seek to understand how we can dismantle institutional barriers that prevent children of color and Indigenous youth from receiving equal opportunities and the same presumption of innocence as their white counterparts. Additionally, I am interested in examining effective approaches to breaking the cycle of systemic disparities that perpetuate inequality. How can we address and rectify the entrenched inequities in education, justice, and social services to create a more equitable society for Indigenous and marginalized communities?