AJ's Thought Bubble

The Creative Underclass: Youth, Race and the Gentrifying City - Chillaxing Although both readings provided much to think about, this chapter resonated deeply with me and my experiences navigating the art world as a young artist. It made me reflect on how youth programs, even when designed with good intentions, must continually ask the question, 'Are we serving our youth/participants in the best way possible?' As someone who has been part of the arts world and experienced its intensity, I believe we should never pressure students into thinking they must constantly be productive to be successful. We can encourage young people to be creative while also reminding them that the world is ahead of them—they don’t need to have everything figured out as artists by the age of 20. It wasn’t until my sophomore or junior year of undergrad that I realized it’s possible to be an artist without struggling to make ends meet or being the best at everything to succeed. Tyler Denmead made a powerf...

YouthBuild " YouthBuild believes that the goals, dreams, and aspirations of every young person are real...Every young person possesses the potential to become a community leader and should have the opportunity to reach their full potential ." I truly believe this statement and hope to embody it in my daily life. I view youth as seeds, full of potential, waiting to be nurtured, encouraged, and watered so they can grow into beautiful, thriving gardens. Every young person has unique dreams and aspirations that deserve to be recognized and supported. As youth workers, we have the privilege and responsibility to help fuel those dreams, providing the tools and guidance they need to succeed. When we invest in young people and believe in their abilities, we empower them to see themselves as capable leaders who can create meaningful change in their communities. It’s not just about teaching or mentoring—it’s about walking alongside them as they discover their strengths and reach for th...

  At Our Best: Introduction While reading this chapter, I often thought about the idea of 'youth voice, youth choice,' a concept emphasized in the trainings and seminars I attend. However, when I observe teachers during the school day, the reality often feels like the complete opposite. Having been in this role for four school years, I continue to witness how students who struggle emotionally, behaviorally, or academically during the day thrive and excel in afterschool programs. It may sound biased, but I agree with the authors' assertion that OST (Out-of-School Time) programs 'can provide significant insights for school-based educators.' As the saying goes, it takes a village—if an adult succeeds in reaching a child by simply giving them the chance to be themselves, to voice their beliefs, and to support them along the way, why wouldn’t other adults in that child’s life join in this team of success? The answer, unfortunately, is that very few school-day educators ...

           The podcast episode "Healing Work Through Understanding Our True History" features a conversation between host Chris Nguon and Dr. Cory Greene, co-founder of the organization How Our Lives Linked All Together (H.O.L.L.A.). Cory discusses the evolving nature of healing work and its intersection with social justice, particularly within Black and Indigenous communities. He reflects on the growing awareness of healing as a political process, noting how it has gained more attention in recent years. However, he warns that this attention, especially from institutions, can lead to the co-opting of healing practices, particularly when the people meant to benefit are not in leadership roles. Cory emphasizes the importance of grounding healing in historical context and community leadership, highlighting the need for genuine transformative justice. He also addresses the dangers of restorative justice being co-opted by systems of oppression. He suggests that ...

  How does whiteness and white supremacy culture impact the youth and educational spaces that you inhabit? What does it look like? Feel like in your body and movements? How does it sound? Taste? Slip by or call out?      Power and privilege are concepts I’ve been aware of for most of my life. Acknowledging my own power, privilege, and, at times, lack thereof, has been crucial to navigating various spaces, particularly in my role working in an elementary school in Woonsocket. Reflecting on how whiteness and white supremacy manifest in this setting, I find it challenging to pinpoint overt examples at the elementary level. However, it's clear that whiteness still lingers, operating more discreetly and often unaddressed, shaped by unconscious biases and the norms that define "appropriate" behavior and success in schools.      Woonsocket is a diverse city, home to a wide range of ethnicities—Nigerian, Laotian, Colombian, Puerto Rican, and more. The hardshi...

The Early Years        My educational journey began early on in life. My mother was a teacher for many years working with students with special needs and various learning abilities. Many members of my family have worked in the field of education and still do to this day, so teaching and the value of education are in my blood. Knowing this, both my mother and father pushed me to succeed throughout my early childhood education leading me to excel academically and enjoy learning. I had many wonderful teachers through my primary school years, but three made a lasting stamp on my education experience. My second grade teacher Mr. Souza was my only male teacher from Kindergarten to 6th grade. He was an amazing example for me that men could work with young students and didn’t have to just work in middle and high school. Then there was my 4th grade teacher Mrs. Nichols and my 5th and 6th grade teacher Mrs. McLaughlin they both instilled in me a joy for education and empo...