WHAT IS YOUTH WORK? (TRACING HISTORY)

Community-Based Work In Uncertain Times

This chapter evoked quite a few feelings for me. At first, when reading about Educational Excellence, it reminded me of why I entered the world of your development. It brought me joy knowing that some organizations and programs were lively and inspiring not only for the youth being served but for the youth workers.  The executive director of my organization always reminds my department that the students don't come back for the activities and games, although it's fun, they come back because of their relationship with us.  Having staff that are truly passionate about young people and seeing them succeed makes a significant impact on their experience in after-school programs. This chapter was a wonderful reminder of the importance of my work. Even though I hope to one day work at the high school level, I appreciate being at an elementary school because students get to see how a team of young professionals educates and has fun daily. Kids can see if you enjoy what you're doing or not and their energy will reflect that.  I always want to be a reminder to my kids that adults are not always serious and boring but are actually a lot like them.  I also thought about the organization I want to build in the future and the purpose of it. Young people especially those of color need spaces where they are allowed to be themselves but are simultaneously encouraged to grow and evolve into wiser, stronger, more confident versions of people.  We never know what the future holds, and I hope to lead that future organization for a long time, even then this chapter made me think about when the time comes when I decide to step down, will the impact we've had on our kids remain after I'm gone? Even in my current position, when I leave to further my career elsewhere, how can I ensure that the culture and essence of the program continues when I'm no longer there? On the other side, I felt frustrated reading this, running a 21st CCLC program tends to be stressful a lot of the time. Trying to meet some realistic and unrealistic data goals so we can continue to get funding can sometimes feel impossible as every year is different logistically from the last.  Even then funding isn't always guaranteed to be renewed as my organization just experienced this past spring when we lost our funding for our high school program.  It can sometimes feel like a game you are bound to lose at some point and quite frankly, it sucks.  Even more so when you're passionate about your work and your students. But the "increased competition for funding" as mentioned in the text is very real and it's anybody's game. 

Decolonizing Youth Development: Re-imaging Youthwork for Indigenous Youth Futures

While reading Katie Johnston-Goodstar's article, I felt uncomfortable although I'm very aware of our nation's ugly history to see how science was used to back up and further amplify the mistreatment and appropriation of Indigenous and African American culture and experience is still disturbing.  Looking at where we are today as a country, as a state, and as individual cities and communities, there is still much work to do to end harm being done to the Indigenous community through sports, programs, and language to name a few. On the youth development side, the way this country was so fixated on having youth develop into the perfect civilized human that they developed programs and curricula that pushed their mission was not surprising but it was interesting to see. Organizations like Boy Scouts of America and the YMCA really helped push the idea of what society sees today as what a "real man" and "real woman" is.  Gender roles have evolved to look much differently in the 21st century but not so much that it isn't clear to see its problematic nature at its core.  Readings like this, as uneasy as they make me feel, are so important to read to better understand the fight that still goes on today and to be aware of the role we may play as educators and youth workers. I like to pride myself in being socially aware and culturally responsible but it's clear that there's more to learn and do. The erasure and demonization of any culture is unfair and unjust. I couldn't imagine what it feels like as a young person to watch society act as if my entire community and culture no longer exist when I'm living proof that we're here.  Overall both the article and the chapter from The Golden Era have pushed me to think about how I can be more intentional about the work that I do and in what ways I am part of the issues that work against marginalized communities and how I can improve what I'm doing well.