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talkin 'bout...elections
Welcome to talkin ‘bout! This discussion series brings together educators, activists and youth to participate in a public conversation about timely and important topics in liberatory education.
The first discussion of the 2008-2009 school year, talkin ‘bout…the elections as a teachable moment, will focus on the upcoming Presidential election, examining how as liberatory educators we can teach about the elections. It will explore questions such as, how do you make this election meaningful in the lives of students? Is there a way that we can capitalize on the energy around this particular election? Is it possible to connect the elections to broader issues and still remain non-partisan?
In the column to the right you can find teaching resources related to the elections.
Here is how talkin 'bout works: A group of panelists who are doing work in this area will answer questions posted by a moderator to our online discussion board from Tuesday, October 14 to Wednesday, October 15. All visitors to the website are invited to post their own questions and comments for the panelists and for each other. Anyone can read the discussion without registering. To post, first you must register to use the site.
You can either reply to an existing comment or question by hitting "reply" or add a new comment or question by hitting "add comment." If you refer to a website in your post, please add the entire website address, including the "http://" because that will allow the address to hyperlink directly to the site.
Panelists for talkin 'bout... the elections as a teachable moment are:
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Brian Fernandez, a student at the Borough of Manhattan Community College and a member of the team that produced Journeys Through the Red, White & Blue, a documentary on youth voter participation through the Educational Video Center’s YO-TV (Youth Organizers Television).
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Rich Feffer, who coordinates the Elections in Action Program at Mikva Challenge, which encourages direct student participation in political campaigns.
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Emily Westlake, Director of Community Activities at Active Citizen Project, an organization whose aim is to engage youth and adults in politics through art and new media.
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Elizabeth Whittaker, the 12th-grade lead instructor at DuSable Leadership Academy, an African-Centered high school part of the prestigious Betty Shabazz International Charter Schools umbrella. Her interests are in the development of African-centered curricula, policy initiatives that hold teachers accountable to the communities they serve, and poetry.
- Tara Mack (Moderator), Director of the Education for Liberation Network.
Talkin ‘bout… the elections as a teachable moment will continue from Tuesday, October 14 to Wednesday, October 15, giving everyone plenty of time to contribute. We hope this will be an enlightening and lively digital conversation.
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talkin ‘bout…the elections as a teachable moment
Good morning everyone. Thanks
for joining us for talkin 'bout. And many thanks to our panelists for
participating in this online event. I am looking forward to an energetic,
rigorous and respectful discussion on this important issue. The discussion will begin momentarily.
Mikva Challenge on Elections
Posted by
Rich Feffer
at
2008-10-14 11:41
Mikva Challenge is all about teaching students through direct participation. We have 2 elections programs: Elections in Action and the Student Judge program. Elections in Action focuses on getting students directly involved in political campaigns, where they actually go out and make phone calls or go door-to-door for candidates running for office. We take students on field trips to areas with heavy campaign activity, for example, we took about 40 students to the Iowa caucuses and 60 to the New Hampshire Primaries last year, and we just returned from campaigning in Indiana where the Presidential race is very close. Students choose which candidate they want to work for on these trips. The experiences students have while working on campaigns, both locally and on field trips, teach them the hard work that goes into getting someone elected. It teaches them about how candidates craft their messages and target particular groups of voters. Working on campaigns shows students how what they learn about elections in the classroom plays out on the ground. It also teaches them interpersonal and problem solving schools. As a part of Elections in Action, students also organize voter registration drives, mock elections and debates, and voter education activities in their schools.
The Student Judge program at Mikva Challenge recruits teachers who recruit high school Juniors and Seniors to be Election Judges. This year, around 2700 students in Chicago will serve as Election Judges on November 4th. Through participation as a judge, students learn the type of work that goes into administrating an election, and they see directly how voting and the polls work, usually before they are even old enough to vote themselves.
Both of these programs serve Mikva's mission to develop the next generation of civic leaders in Chicago, by showing students how current leaders run their campaigns and by helping them to build the leadership skills necessary to take the steps to become leaders in their communities.
The Student Judge program at Mikva Challenge recruits teachers who recruit high school Juniors and Seniors to be Election Judges. This year, around 2700 students in Chicago will serve as Election Judges on November 4th. Through participation as a judge, students learn the type of work that goes into administrating an election, and they see directly how voting and the polls work, usually before they are even old enough to vote themselves.
Both of these programs serve Mikva's mission to develop the next generation of civic leaders in Chicago, by showing students how current leaders run their campaigns and by helping them to build the leadership skills necessary to take the steps to become leaders in their communities.
What we're doing in Chicago
Posted by
Elizabeth Whittaker
at
2008-10-14 12:17
Peace All,
Good morning!
Last year a group of teachers, university professors, and community activists started meeting to discuss ways to teach Civil Rights in our communities, as well create programs for teachers to gain resources/insights on teaching the subjects. Our collective decided early on to use this election as a "teachable moment". Over the summer we started brainstorming ways to approach this topic. We knew we needed to hear from young people, so in early September we met with a group of students from the Southside to discuss the topics that were most important to them, in light of the election. Quickly, it turned into an adult listening session. For nearly 3 hours, students voiced their concerns about police harassment, their fears about the quickly changing economy and its impact on their post high school plans, women in the workplace, and much more. We took copious notes. :o)
After our initial meeting with students, all are of African descent, we brainstormed and decided to host a small conference for students to engage in dialogue about these issues and their relationship to the election. Last Wed. was our first conference.
We opened by showing a clip entitled "The Return of King", a Boondocks episode in which Martin Luther King, Jr. rises from a comma, and challenges the communities perceptions of what politics can and should mean.
After that moment, hands started flying in the air and students drew analogies between McGrudder (the director)'s political messages and those being aired by popular media venues about this year's election.
We used the following prompts to guide our discussions....
Race – Does race matter? Has the presence of Obama changed the face of Black Politics in America?
Gender – What does this election say about the role of women in America?
What about the role of African-American Women?
Politicians as celebrities – What is the role of politicians in our current society? Should they be on the cover of Rolling Stone? And if they are “celebrities” then are they open to satirical attacks like the cover of the New Yorker?
Hip-Hop and politics – what is the voice of youth, specifically Black Youth in this election?
What’s important to you?
Do you feel you have a voice?
Why do you need a voice?
Do songs like Ludacris & the remix of Lil Wayne’s “Milli” help or hurt Obama.
Do things like this represent your opinion/voice?
Good morning!
Last year a group of teachers, university professors, and community activists started meeting to discuss ways to teach Civil Rights in our communities, as well create programs for teachers to gain resources/insights on teaching the subjects. Our collective decided early on to use this election as a "teachable moment". Over the summer we started brainstorming ways to approach this topic. We knew we needed to hear from young people, so in early September we met with a group of students from the Southside to discuss the topics that were most important to them, in light of the election. Quickly, it turned into an adult listening session. For nearly 3 hours, students voiced their concerns about police harassment, their fears about the quickly changing economy and its impact on their post high school plans, women in the workplace, and much more. We took copious notes. :o)
After our initial meeting with students, all are of African descent, we brainstormed and decided to host a small conference for students to engage in dialogue about these issues and their relationship to the election. Last Wed. was our first conference.
We opened by showing a clip entitled "The Return of King", a Boondocks episode in which Martin Luther King, Jr. rises from a comma, and challenges the communities perceptions of what politics can and should mean.
After that moment, hands started flying in the air and students drew analogies between McGrudder (the director)'s political messages and those being aired by popular media venues about this year's election.
We used the following prompts to guide our discussions....
Race – Does race matter? Has the presence of Obama changed the face of Black Politics in America?
Gender – What does this election say about the role of women in America?
What about the role of African-American Women?
Politicians as celebrities – What is the role of politicians in our current society? Should they be on the cover of Rolling Stone? And if they are “celebrities” then are they open to satirical attacks like the cover of the New Yorker?
Hip-Hop and politics – what is the voice of youth, specifically Black Youth in this election?
What’s important to you?
Do you feel you have a voice?
Why do you need a voice?
Do songs like Ludacris & the remix of Lil Wayne’s “Milli” help or hurt Obama.
Do things like this represent your opinion/voice?
Open Caucus civic engagement program
Posted by
Emily Westlake
at
2008-10-14 15:20
Open Caucus (OC) is a classroom activity teachers use to directly engage their students in electoral politics and social change. Students identify the social issues that concern them most. They brainstorms solutions to their issues and create posters, stickers and videos to present their ideas to their communities and over the internet. From these activities, classes can initiate change by implementing the solutions they have developed.
For the 2008 Elections Open Caucus students have created have interviewed classmates, teachers and members of their communities and created videos on topics such as “What People Expect From Politics” to Why People Don’t Vote to Questions and Advice to the Presidential Candidates. During the primary campaigns, 19 Open Caucus students and 9 teachers from 9 cities traveled to Des Moines, Iowa to document a Presidential Candidate Forum from behind the scenes. In addition to following the candidates, students interviewed and videotaped local residents and people who had traveled across the country to attend the Forum.
Through OC, students directly engaged the electoral process in their schools and communities by initiating discussion, proposing solutions and initiating action for change.
OC is using this Election as a teachable moment by extending its current classroom activities beyond electoral politics to people-driven social action. In January, 2008 high school classrooms nationwide will be able to participate in EATS, an Open Caucus social action food project that will involve students in the development, design and implementation of community-based farms and markets.
Open Caucus is an activity of the Active Citizen Project which works to support the ability of youth and adults to initiate and sustain social change that leads to mutual well being.
For the 2008 Elections Open Caucus students have created have interviewed classmates, teachers and members of their communities and created videos on topics such as “What People Expect From Politics” to Why People Don’t Vote to Questions and Advice to the Presidential Candidates. During the primary campaigns, 19 Open Caucus students and 9 teachers from 9 cities traveled to Des Moines, Iowa to document a Presidential Candidate Forum from behind the scenes. In addition to following the candidates, students interviewed and videotaped local residents and people who had traveled across the country to attend the Forum.
Through OC, students directly engaged the electoral process in their schools and communities by initiating discussion, proposing solutions and initiating action for change.
OC is using this Election as a teachable moment by extending its current classroom activities beyond electoral politics to people-driven social action. In January, 2008 high school classrooms nationwide will be able to participate in EATS, an Open Caucus social action food project that will involve students in the development, design and implementation of community-based farms and markets.
Open Caucus is an activity of the Active Citizen Project which works to support the ability of youth and adults to initiate and sustain social change that leads to mutual well being.
Educational Video Center (EVC) & Youth Voter Participation
Posted by
Sheila Aminmadani
at
2008-10-14 16:19
Hi all,
My name is Sheila, and I am the Marketing & Community Engagement Manager at EVC. I work with Brian Fernandez, one of the Youth Organizers Television (YO-TV) producers who worked on "Journeys Through the Red, White & Blue" (http://www.evc.org/news-flash/journeys-through-red-white-blue-brings-youth-polls).
We have been using the documentary for election outreach since early August. We started by screening the film to inform and register first-time voters, and we are now using it to encourage youth to make it to the polls on November 4th. In New York City, we go into high school and college classrooms and organizations with 1-2 of the youth producers, screen the film and engage the students in a discussion around why it is crucial for them to participate in this year's election or to encourage their friends and family to participate and vote if eligible. There is also an entire section of the film devoted to those who are not eligible to vote and how they can still volunteer and make a difference in the upcoming election. We have also been sending the film to those outside of New York City and have a Take Action Campaign flyer and examples of lesson plans to help students understand the importance of voter participation.
The documentary is specifically designed to address the interests and concerns of young people. Following the stories of Brian, Shon, and Tidiane, the film offers three unique explorations into the voting process: on the balance between local and national politics, on the legacy of African American voting rights, and on the rights and possibilities for immigrant participation. Each story honestly struggles to answer the question “What is the value of my vote?” Because the stories are not adult-driven or preachy but are earnest inquires profiling these young men of color who were unsure of why they should get involved, this documentary is uniquely positioned to open up dialogue among youth audiences, who like the producers, have been confused and turned off to politics in the past, but may become informed, inspired, and galvanized to take action now.
My name is Sheila, and I am the Marketing & Community Engagement Manager at EVC. I work with Brian Fernandez, one of the Youth Organizers Television (YO-TV) producers who worked on "Journeys Through the Red, White & Blue" (http://www.evc.org/news-flash/journeys-through-red-white-blue-brings-youth-polls).
We have been using the documentary for election outreach since early August. We started by screening the film to inform and register first-time voters, and we are now using it to encourage youth to make it to the polls on November 4th. In New York City, we go into high school and college classrooms and organizations with 1-2 of the youth producers, screen the film and engage the students in a discussion around why it is crucial for them to participate in this year's election or to encourage their friends and family to participate and vote if eligible. There is also an entire section of the film devoted to those who are not eligible to vote and how they can still volunteer and make a difference in the upcoming election. We have also been sending the film to those outside of New York City and have a Take Action Campaign flyer and examples of lesson plans to help students understand the importance of voter participation.
The documentary is specifically designed to address the interests and concerns of young people. Following the stories of Brian, Shon, and Tidiane, the film offers three unique explorations into the voting process: on the balance between local and national politics, on the legacy of African American voting rights, and on the rights and possibilities for immigrant participation. Each story honestly struggles to answer the question “What is the value of my vote?” Because the stories are not adult-driven or preachy but are earnest inquires profiling these young men of color who were unsure of why they should get involved, this documentary is uniquely positioned to open up dialogue among youth audiences, who like the producers, have been confused and turned off to politics in the past, but may become informed, inspired, and galvanized to take action now.
The Film Process
Posted by
Brian Fernandez
at
2008-10-15 16:15
As one of the producers on a documentary about youth participaton in the electoral process, I have been more informed on the topic. Prior to working on the documentary I was not informed about the electoral college or about current candidates and their backgrounds. While working on the documentary I had to research different groups to get different perspectives on voteing and I had to conduct interviews with different people. I had to interview average people on the street to councilman and a states assemblyman to get opinions and perspectives from different walks of life. People had mixed views on voting - some believed it was a good sytem to participate in and some felt that it had its flaws. Hearing these opinions and facts helped me and my film crew narrow down what we thought was important to focus on in the piece.
Voting Rights and Voter Disenfranchisement
Posted by
Alex Poeter
at
2008-10-14 13:12
Hi, my name is Alex and I work with the Chicago Freedom School (CFS). We are currently facilitating workshops in high school classrooms about the history of voting and voter disenfranchisement in U.S. elections.
During these workshops we examine what happened in Florida in 2000, in Ohio in 2004 and threats to democracy at the polls during this year’s election. We also discuss the history of the Voting Rights Act and how this applies to civil rights today.
Learning more about the specifics of how minorities have been systematically targeted with voter disenfranchisement throughout the course of history, we are also trying to gain a better understanding why voting rights and voter disenfranchisement issues aren’t more connected to other social justice efforts and issue-based campaigns.
In other words, how can broader and national social change efforts exist without more emphasis and analysis on voting rights and voter disenfranchisement issues? Doesn’t this pose a conflict?
My question for the panel is: What opportunities do you see for connecting voting rights and voter disenfranchisement issues to other social change efforts, especially as it relates to the context of the current election? And do you know of any specific examples of where and how this is actually being done currently?
Thanks
During these workshops we examine what happened in Florida in 2000, in Ohio in 2004 and threats to democracy at the polls during this year’s election. We also discuss the history of the Voting Rights Act and how this applies to civil rights today.
Learning more about the specifics of how minorities have been systematically targeted with voter disenfranchisement throughout the course of history, we are also trying to gain a better understanding why voting rights and voter disenfranchisement issues aren’t more connected to other social justice efforts and issue-based campaigns.
In other words, how can broader and national social change efforts exist without more emphasis and analysis on voting rights and voter disenfranchisement issues? Doesn’t this pose a conflict?
My question for the panel is: What opportunities do you see for connecting voting rights and voter disenfranchisement issues to other social change efforts, especially as it relates to the context of the current election? And do you know of any specific examples of where and how this is actually being done currently?
Thanks
Picture ID and disenfranchisement
Posted by
astrid larson
at
2008-10-14 17:23
Hi my name is Astrid and I am the Marketing and Community Engagement Coordinator at the Educational Video Center (EVC) in NY, NY.
The most current issue that I am aware of about disenfranchisement surrounds the debate on requiring government-sanctioned photo IDs in order to vote on election day. This is a disenfranchisement issue because select groups are more unlikely to have government-sanctioned IDs, including immigrants and low-income communities. For example, according to the Century Foundation, "A June 2005 study by the University of Wisconsin found that less than half (47 percent) of Milwaukee County African American adults and 43 percent of Hispanic adults have a valid drivers license compared to 85 percent of white adults outside Milwaukee" (http://www.tcf.org/list.asp?type=TN&pubid=1084). This obviously ties into issues of immigration and classism, but on the flip side it also ties into voter fraud and what should be done about it. It's a complex and interesting debate.
The most current issue that I am aware of about disenfranchisement surrounds the debate on requiring government-sanctioned photo IDs in order to vote on election day. This is a disenfranchisement issue because select groups are more unlikely to have government-sanctioned IDs, including immigrants and low-income communities. For example, according to the Century Foundation, "A June 2005 study by the University of Wisconsin found that less than half (47 percent) of Milwaukee County African American adults and 43 percent of Hispanic adults have a valid drivers license compared to 85 percent of white adults outside Milwaukee" (http://www.tcf.org/list.asp?type=TN&pubid=1084). This obviously ties into issues of immigration and classism, but on the flip side it also ties into voter fraud and what should be done about it. It's a complex and interesting debate.
Obamamania
Posted by
Moderator
at
2008-10-14 14:01
So in your experience working with students, is there something different about this election? Is Obamamania somehow changing the relationship of students to the process? Or do you teach all elections in the same way?
The difference is the relationship between politicians and youth!
Posted by
Emily Westlake
at
2008-10-14 15:46
This election has made students more aware of politics, obviously. But even more, the "change" mantra has resounded in students, letting them know that politics-as-usual doesn't work, and won't work.
Open Caucus is all about people advocating for Mutual Well-Being, and both candidates in this election express a commitment to opening up politics so that the people can really become a part of the process. If this really happens, the notion of civic engagement will move beyond voting every four years to a continual participation in politics that every student would benefit from.
Open Caucus is all about people advocating for Mutual Well-Being, and both candidates in this election express a commitment to opening up politics so that the people can really become a part of the process. If this really happens, the notion of civic engagement will move beyond voting every four years to a continual participation in politics that every student would benefit from.
Re: Obamamania
Posted by
Rich Feffer
at
2008-10-14 19:42
Mikva has a strong desire to remain non-partisan. All of our educational materials and events try as much as possible to not push students into one political party or point of view. As far as our non-partisanship is concerned, it has been difficult to counter the Obama-factor. Simply put, our teenagers from Chicago, many of which are African-American, at first seem to identify with Senator Obama than with Senator McCain. It has pushed us as an organization, and I think to the benefit of the students, to be more focused on having students look at the issues before the candidates.
For example, at our annual Kickoff event, we ran workshops where we asked students to identify with where they stand on a number of issues, and then revealed the candidates positions on the issues. A good number of students were surprised to see how closely they aligned with Senator McCain's values, especially when so many had come in to the event convinced they were Obama supporters. People tend to think young Chicagoans are liberal, but a surprising number identify with conservative viewpoints when put to the test.
We have always tried to push students into looking at the issues objectively, and the Obamamania you mention has pushed us to work harder to do that.
For example, at our annual Kickoff event, we ran workshops where we asked students to identify with where they stand on a number of issues, and then revealed the candidates positions on the issues. A good number of students were surprised to see how closely they aligned with Senator McCain's values, especially when so many had come in to the event convinced they were Obama supporters. People tend to think young Chicagoans are liberal, but a surprising number identify with conservative viewpoints when put to the test.
We have always tried to push students into looking at the issues objectively, and the Obamamania you mention has pushed us to work harder to do that.
Re:obamamania
Posted by
Brian Fernandez
at
2008-10-15 16:47
Well when I was talking to EVC's Deputy Diector, Sebene Selassie, she had a statment saying that young people seem to relate to Obama in a way that they don't to other polititions. Young people of color see a role model, and she thinks the momentum is affecting everyone - young and old. I agree because the elections affected me this year with all the work I participated in. My relationship with politics changed dramatically this year; I registerd people to vote and participated in voting events. I do feel personally that I do relate myself with this year's elections more than any other year, not only because of the documentary but also because of the variety in the elections.
Youth Engagement in the election(s)
Posted by
Daren Graves
at
2008-10-14 14:31
Hello, may name is Daren Graves and I am an assistant professor of Education at Simmons College in Boston. I have two related questions:
1) Are we doing youth a disservice by ramping up our efforts to get youth engaged in the electoral process by waiting until presidential elections, when many might argue that local elections (city/county/state) have more impact on the every day lives of people?
2) In order to get youth more engaged in the electoral process do we need to lower the voting age to 16 or so, or are there other ways we can get get politicians running for office to more directly attend to the the issues that impact our youths lives?
1) Are we doing youth a disservice by ramping up our efforts to get youth engaged in the electoral process by waiting until presidential elections, when many might argue that local elections (city/county/state) have more impact on the every day lives of people?
2) In order to get youth more engaged in the electoral process do we need to lower the voting age to 16 or so, or are there other ways we can get get politicians running for office to more directly attend to the the issues that impact our youths lives?
Start early and don't end Nov. 4th!
Posted by
Emily Westlake
at
2008-10-14 15:57
In response to question 1:
Yes! Instead of using x activity to look at the election in the classroom, we should be using the hype of the presidential election to look at politics, and our relationship with politics year-round. Many Open Caucus teachers use our program as a pre-election project because of it's ability to get youth engaged in politics and their community. Because the news has largely strayed from "the issues" during the presidential race, looking beyond November 4th is an important task for teachers to tackle in election education. Open Caucus achieves this task by shifting the focus from the presidential candidates to the students, who articulate their personal concerns and the concerns of their community, and in doing so have a much clearer picture both of who they support politically (nationally and in local elections) and how to create change on their own.
Yes! Instead of using x activity to look at the election in the classroom, we should be using the hype of the presidential election to look at politics, and our relationship with politics year-round. Many Open Caucus teachers use our program as a pre-election project because of it's ability to get youth engaged in politics and their community. Because the news has largely strayed from "the issues" during the presidential race, looking beyond November 4th is an important task for teachers to tackle in election education. Open Caucus achieves this task by shifting the focus from the presidential candidates to the students, who articulate their personal concerns and the concerns of their community, and in doing so have a much clearer picture both of who they support politically (nationally and in local elections) and how to create change on their own.
Local Politics
Posted by
Sheila Aminmadani
at
2008-10-14 17:04
In response to question 1:
Brian's segment of the Educational Video Center documentary, "Journeys Through the Red, White & Blue," looks at the difference between local and national politics (http://www.vimeo.com/1897376). This question has come up in every single screening we have had. Mainly, during a post-screening activity, many students explain how they do not believe that their votes will make a difference in the upcoming election.
I am always impressed by the response of our youth producers, as they talk about the importance of local politics, explaining how politicians pay close attention to how many votes are coming from within a community. The producers go on to explain how the pothole, school, etc. will never be fixed if people are not coming out to the polls to support their local politicians, or if they are not voting at all...Not voting - nationally or locally - shows an indifference, and that community will not be a priority on the local politician's list.
Brian's segment of the Educational Video Center documentary, "Journeys Through the Red, White & Blue," looks at the difference between local and national politics (http://www.vimeo.com/1897376). This question has come up in every single screening we have had. Mainly, during a post-screening activity, many students explain how they do not believe that their votes will make a difference in the upcoming election.
I am always impressed by the response of our youth producers, as they talk about the importance of local politics, explaining how politicians pay close attention to how many votes are coming from within a community. The producers go on to explain how the pothole, school, etc. will never be fixed if people are not coming out to the polls to support their local politicians, or if they are not voting at all...Not voting - nationally or locally - shows an indifference, and that community will not be a priority on the local politician's list.
Objectivity?
Posted by
Moderator
at
2008-10-14 17:32
I'm always struck when teachers and youth workers talk about letting the students make up their own minds about issues. Sometimes I wonder if this is truly possible, if we can really present issues in some sort of unadulterated fashion that makes it possible for students to come up with opinions independently. I am guessing this might be particularly difficult given that students are fed so much misinformation or limited information or information that supports an establishment viewpoint, so part of a social justice teacher's job is to offer a counter weight to that. Is the idea of students making up their own minds possible? Desirable?
Re: Objectivity?
Posted by
Rich Feffer
at
2008-10-14 19:51
This is one of those philisophical questions I love. Personally, I don't believe it's possible to be truly objective or to feed students only objective information. But from the perspective of a youth worker, I employ certain tactics to address both sides of an issue during a discussion or experience. Our ED calls it "playing devil's advocate." I try and push students to see the sides of an issue or conversation that they wouldn't normally see. But while it's not necessarily possible to feed students truly objective information, it is possible to provide them with a diverse array of interpretations and experiences, and from there students are certainly free to make up their own mind. I think what's most desirable is giving students balanced information and tools so that they can create their own interpretations of information from diverse sources.
Remaining non partisan
Posted by
Cassandra McKay
at
2008-10-14 17:51
Cassandra here. It is interesting how fluid are the lines of partisanship. Acknowledging that democratic parties are sociallly constructed for the point of playing sides, helps me to put into context the true meaning of this election. It is about really promoting once and for all the characteristics of a true democratic society. About citizens not only having voice, and being fairly represented by others, but also these same citizens actively participating in the democratic process. How do we continue this type of conversation in the classroom? Perhaps by promoting an environment where young folks can actually participate in their school settings in a meaningful way which even reaches beyond the classroom and into the communities. Not as acts of charity by way of some service learning project, but as a means of utilizing new found skills (critical analysis, public speaking, statistical analysis etc) and collaboraing with others toward the betterment of their surroundings. Thoughts?
Why vote?
Posted by
Moderator
at
2008-10-15 10:00
Welcome to Day 2 our our discussion. Getting back to this idea of the elections as a teachable moment, I’m wondering exactly what it is we want students to learn about elections and the political process. I remember being taught that voting was the right thing to do. Especially as an African American, I was told that my ancestors had sacrificed a great deal to win my community the right to vote, and it was almost an affront to their sacrifice not to vote. But I have concerns about this argument. It seems the implication is that voting is an end, rather than a means. Another way of thinking about voting is to see it as a tool or a strategy, simply a way of achieving a certain goal. And like any tool, there may be times when the best thing is not to use it, in other words, times when it makes the most strategic sense not to vote. How do you understand or explain the purpose of voting? Would you ever advocate not voting? Or would you argue that it is always right to vote, no matter the circumstances?
"Why I Don't Vote" videos
Posted by
Emily Westlake
at
2008-10-15 11:18
I definitely think it is a problem when voting is portrayed as the only outlet for political participation.
I work at Active Citizen Project, a non-profit that uses art and new media to engage youth and adults in politics (we created the Open Caucus activity I spoke about yesterday). Last year with the help of the students we brought to the Heartland forum we made two short videos on this topic, called "Why I Don't Vote." You can see them at http://www.thepeoplesplatform.com/section/campaign/message/116.
Voting is important, as long as students don't put all of their hope into one person. We can't depend on politicians to do everything for us. Students must feel that they have the power to create change.
I work at Active Citizen Project, a non-profit that uses art and new media to engage youth and adults in politics (we created the Open Caucus activity I spoke about yesterday). Last year with the help of the students we brought to the Heartland forum we made two short videos on this topic, called "Why I Don't Vote." You can see them at http://www.thepeoplesplatform.com/section/campaign/message/116.
Voting is important, as long as students don't put all of their hope into one person. We can't depend on politicians to do everything for us. Students must feel that they have the power to create change.
Re: Why Vote?
Posted by
Rich Feffer
at
2008-10-15 11:42
Of course voting is not the only agent of political engagement, nor should it be. There are so many avenues through which people can get involved. Mikva encourages student civic engagement in Elections, but we also run programs that are activism based and policy-making based. Voting and policy-making are institutional ways to create social change while certain types of activism are more extra-institutional. All of these avenues to civic engagement have their own advantages and disadvantages.
That said, I would answer your question by saying that voting is always important, but it shouldn't be seen as the only way to influence change. Many Americans vote and say they've done their civic duty. That's fine for some, but others want to go further than that. Also, I certainly think it's possible to make a political statement through not voting, though it's not my way or the way that I encourage to students.
That said, I would answer your question by saying that voting is always important, but it shouldn't be seen as the only way to influence change. Many Americans vote and say they've done their civic duty. That's fine for some, but others want to go further than that. Also, I certainly think it's possible to make a political statement through not voting, though it's not my way or the way that I encourage to students.
Next Steps
Posted by
Moderator
at
2008-10-15 15:37
So as my final question, I would like to ask people about next steps. After this election is over, no matter who wins, what next? How do we continue to capitalize on the energy of this election? Where do we go from here?
Keep focus on political engagement!
Posted by
Emily Westlake
at
2008-10-15 16:02
Encourage students to find other approaches to politics. Starting projects in their community is a great start- creating local projects that students can identify with the issue at hand increases interest and makes the change they create more real.
We at ACP have a new national project where students will work with local community groups to make high-quality, low-cost food more accessible to people in their communities. In this project, students will collaborate on an equal level with activists and social entrepreneurs. Students are part of the project from beginning (development) to end (creation, implementation, evaluation).
It's important that students are able to identify the issues they care most about and brainstorm how they can create change, without needing to advocate to politicians. The most important aspect of election education, in my opinion, is a teacher's ability to use the election to expand thought regarding how to be politically involved. Voting alone isn't the solution to apathy, action is!!!
We at ACP have a new national project where students will work with local community groups to make high-quality, low-cost food more accessible to people in their communities. In this project, students will collaborate on an equal level with activists and social entrepreneurs. Students are part of the project from beginning (development) to end (creation, implementation, evaluation).
It's important that students are able to identify the issues they care most about and brainstorm how they can create change, without needing to advocate to politicians. The most important aspect of election education, in my opinion, is a teacher's ability to use the election to expand thought regarding how to be politically involved. Voting alone isn't the solution to apathy, action is!!!
re: Next Steps
Posted by
Rich Feffer
at
2008-10-15 16:49
We are planning to take students to the inauguration in January, so that is going to help us keep our students enthusiastic. But for the average student who can't go to the inauguration, it's important to engage in other types of civic action. Our programs are designed to flip the switch on student excitement about political engagement, so we hope that the excitement carries over into post elections season and we run policy-making and activism programs during that time.
No matter who wins, the issues surrounding this election will continue to play out. The first respondent is right that students need to continue to indentify and work towards making change on those issues, particularly at a local level. So even though the election will be over, civic engagement opportunities are always available.
No matter who wins, the issues surrounding this election will continue to play out. The first respondent is right that students need to continue to indentify and work towards making change on those issues, particularly at a local level. So even though the election will be over, civic engagement opportunities are always available.
Discussion Coming to a Close
Posted by
Moderator
at
2008-10-15 18:19
Thanks for a great conversation over these last two days! I am now declaring that talkin 'bout...the elections as a teachable moment has officially come to an end. However, that does not mean that people can no longer post. This discussion board will remain here for a few weeks, so both panelists and participants are more than welcome to continue the conversation. What it means is that the panelists are officially released from their duties as panelists. Many thanks to Rich, Emily, Brian and Elizabeth for sharing their ideas and insights with us. And thanks to all those who participated.
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