Empowering Students to Change the World explores creating student-led projects with real world implications to raise empathy and develop altruism. The article explores areas to consider, such as group size, teaching creative problem solving and allowing for creative freedom to ensure that students feel ownership and find success.
“If an end goal of education is to create skilled, altruistic citizens, why wait until after a student’s post-secondary training? Whether it’s an after-school community service group, project-based unit, or team-building event, allowing students the time, support, and freedom to create a positivity project is a direct route to building better thinkers and doers.”
In Classroom Activists: How Service-Learning Challenges Prejudices, teacher Lisa Weinbaum explores the ways in which middle-schoolers are naturally drawn to social activism. And while some students are reluctant to write, when given the opportunity to write for an authentic audience and see that their words can effect change, they are excited by the opportunity and delve more deeply into their topics.
In her article, At Risk of Greatness in Teaching Tolerance, Weinbaum describes a unit on the societal causes of homelessness that she taught to her students, 70 percent of whom were living in poverty. In this unit, the students discovered that poverty even impacted death, dismayed to find that the cemetery where people were buried was littered and uncared for.
“Rough, weather-worn crosses lay haphazardly on the ground, nails protruding. Remnants of windblown Wal-Mart bags, broken Budweiser bottles and faded pink plastic roses littered the landscape. But the final disgrace was the presence of tiny American flags, obviously planted decades ago, perhaps to honor fallen veterans. Tattered and torn, they were threadbare and colorless. Clearly, the souls buried within the cemetery had long since been abandoned by our community.”
Weinbaum’s students vowed to clean the cemetery and were able, through protest letter writing and political activism and media coverage, to convince the local government to hold a community cleanup.
“My students were so proud of themselves. Through the strength of their collective speech, they learned their voices are valued. They learned they have political power, the ability to help eradicate injustice. Through their passion, perseverance and eloquence, they captured our attention. And perhaps for the first time in their educational lives, they were taken seriously. No longer were they labeled as “at-risk” kids relegated to remedial reading; they were the kids who forced our community to look. They were the kids who forced our community to act.”