Engaging learners in social justice through action and ownership.
“We’ll need to talk loud for the camera,” Sifa Daudi says as she takes the seat across from 6th grader Aniya Buckner.
Teller Penzant, an eighth-grader like Sifa, brings the camera closer to Aniya before adjusting the volume. He turns to Sifa and says, “Ready.”
Sifa turns to Aniya, “are you ready?” Buckner sits upright in her chair. Sifa smiles, “Tell us your name and grade,” as Teller begins recording.
Sifa and Aniya are part of a group called Justice Now at Western Middle School for the Arts (WMSFA). They, among other WMSFA students, are creating a documentary addressing social justice issues. “We Have a Voice” focuses on sharing students’ personal experiences to raise awareness of social justice issues young people face.
In today’s learning climate, instructional methods have turned to choice-based learning and STEM/STEAM, which all rely heavily on learning through experience. Educators seek better ways to reach students by focusing on culturally responsive instruction and social and emotional understanding. Such approaches and mindsets lead us to enable student choice. Empowering students to use their voices is our next step.
Following the 2019 protests, Justice Now began as a district-wide initiative aimed at supporting social justice awareness for our students. Participating schools select, create and complete a project focused on justice. The 2020-21 WMSFA crew of 15 learners felt strongly that of all the programs taking root, student voice was missing. The concept of a documentary that specifically expresses the ideas and experiences of young people facing social justice issues was born. Even in facing the transitions of NTI, “We Have a Voice” was launched with partners such as KET and more offering to assist in the production.
Why empower student voice? As an art teacher, my most loved and loathed question is, ‘Why are we doing this?” The answer? Productive struggle. My students question this response, but it is the truth. Productive struggle. Young artists working hard, overcoming mental as much as physical challenges, while building skills. We learn resiliency in that we have to keep going no matter the obstacle.
Teachers must provide opportunities for students to take ownership and control of their learning. It is easy to separate the adult from the student and forget how our opinions of the world originated. Like us, students are sponges to the environment and climate surrounding them. Social skills are tested and adapted as we question our identity and how that identity will engage with the world. In addition to the challenges of school and home life, today’s youth face a world with social media, climate crisis, and more. They have their own ideas and opinions. They hold power in their own autonomy.
How do we empower students? How is it really done? One thing I can tell you for sure, it starts with recognizing these are not kids. The onset of middle school means they are no longer children. They are people with their own minds, which may radically shift as they grow.
When students of the 2021-22 Justice Now WMSFA crew gathered together for the first time, an open sharing of ideas without judgment became the first norm, and expectations were identified. “We need to listen to each other,” Leilani Bracey, an 8th grader, shared. It began with the agreement of each student to bring an understanding and respect for different opinions. From that point on, all eagerly applied themselves to the task of breaking down the elements of the documentary. From identifying content to recruiting interviewees, they led each step. Empowerment began with a shared trust to work together towards a goal.
As students worked through different aspects of creating content and filming, it became evident we would not be able to finish the project in one year. Given the hurdles of coming out of a pandemic and the nature of the content, the young activists realized that not everything they set in motion would work. Learning how to fail as well as how to rise back up comes at different rates for each of us. Productive struggle.
Looking ahead, the team plans to move forward with the editing and production phases in the 2022-23 school year. Additionally, they are considering initiating a week-long or even monthly campaign addressing the multiple areas of social justice. We are considering a film festival to celebrate the final production. In all, the documentary will go on and students will continue spreading the word and sharing the work of social justice.
The impact the process has had on students is clear. As the school year drew to a close, I noticed changes in the way learners spoke and listened to each other. Implementing the initial norm of listening without judgment may be easier said than done. Yet, our young activists proved it is possible because they did the work to develop such partnerships. One student shared in our end-of-year reflection, “We figured out who would do what job, but in the end, everyone had something to do. I feel like I’m part of something important.”
Working collectively towards the final goals began with the conscious intent to collaborate. Students make this process happen. At times, they disagreed but the productive struggle of learning through working together fostered life lessons beyond the documentary. These students show that we are capable of enacting change and bringing awareness to important issues by sharing our voices regardless of age.
The students participating in Justice Now WMSFA share the experience of creating something that will impact the world. By empowering each other they empower themselves.
Image 1: Justice Now WMSFA present at JusticeFest 2021
Quote 1: “We have to work together,” Leilani Bracey, 8th grade.
Image 2: Justice Now Logo & Link:
Quote 2: “Everyone had something to do. I feel like I was part of something important.”
Image 3: Laylani Barclay, 8th grade, shares her experience during the pandemic:
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