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 ...