TOWARDS LIBERATION!

Shalaby talks about the power of teaching with love and care, saying that when teachers show empathy, students feel safe and valued. Youth workers and teachers can do this daily by being patient and responsive to young people's emotional needs. She also emphasizes the importance of giving students the freedom to learn in their own way, not just following rules or completing tasks. Learning should be about exploration, making mistakes, and moving at your own pace. Youth workers and teachers can create spaces where young people feel free to express themselves and follow their interests, helping them grow and learn freely. 

The ideas of teaching love and freedom are deeply tied to social justice because they challenge systems of inequality and oppression. Shalaby calls for a shift in how we educate young people, focusing on equity, inclusion, and dismantling oppressive structures. This aligns with social justice goals of creating equitable opportunities, especially for marginalized youth. In practice, these ideas guide how we work with young people by creating spaces where they feel respected and heard, not just controlled. Youth workers can build trust and promote learning by being patient, listening actively, and fostering an environment where freedom and care go together.

The guide shows that justice comes from care, healing, and helping each other, not from punishment or prisons. It encourages young people to take action and lead change, offering tools for organizing. It invites us to dream of a world where we solve problems with love and support instead of punishment. The guide is all about building strong communities and creating a better, safer world for everyone. I really enjoyed reading through this guide. The questions and journals in the book made me think reflect deeply. This book also made me think more about restorative justice practices and how they can help heal harm and bring people together, instead of focusing on punishment.

LEADING WITH

The authors of At Our Best explore the idea that youth and adults should work together as partners in out-of-school programs, like after-school or community-based activities. They argue that these partnerships are more effective when both sides share power and collaborate, rather than following the traditional dynamic where adults simply teach and guide youth. The chapter emphasizes the importance of mutual respect and trust—adults need to listen to and value the perspectives of young people, while youth should feel that adults genuinely care about their ideas and input. This shift encourages young people to become active participants in their own learning and decision-making, rather than just following directions.

The authors also make it clear that adults in these programs aren’t just authority figures; they’re facilitators who help create an environment where youth feel empowered to express themselves and take ownership of what they do. Of course, there are challenges in building these kinds of partnerships—like differences in expectations, communication styles, or power dynamics—but the authors suggest that these are normal and can be worked through by focusing on building real, trusting relationships and involving everyone in decision-making. A key point they make is that creating an inclusive and supportive culture is critical, one where everyone’s voice is heard and valued, regardless of their background or experience.

In Chapter 8 of Profiles, Key Moments, and A Continuum of Youth-Led Participation, Pegah Rahmanian talks about how young people are becoming leaders, not just participants, in their communities. She argues that youth involvement should go beyond attending meetings or events, and that young people should be given real opportunities to lead and make decisions. Rahmanian introduces "profiles" to highlight the various ways youth get involved, whether through activism, social justice, or other leadership roles, noting that each young person’s journey is shaped by their unique experiences.

A key concept in the chapter is "key moments"—important experiences or events that inspire young people to take on bigger roles. These moments, whether personal or related to global events, motivate them to get more involved in leadership. Rahmanian also discusses youth participation as a journey that evolves over time, starting with small actions like attending meetings and eventually leading to bigger projects or leadership positions. Despite challenges like limited resources or bias, she emphasizes that young people are resilient and resourceful in overcoming obstacles.

Rahmanian discusses the role of Youth in Action (YIA), an organization that supports youth leadership development by providing tools and opportunities for young people to influence their communities. YIA, along with other initiatives, empowers youth to bring fresh perspectives and creative solutions to challenges facing their communities and the world. The chapter reinforces that young people aren’t just the leaders of tomorrow, but are already making a significant impact today. Leadership looks different for everyone, and it’s important to support diverse forms of youth involvement, from small actions to major leadership roles, ensuring everyone has the chance to contribute. With the right opportunities and encouragement, young people can overcome barriers and make a real difference.

PLAY

The idea that "we become what we practice" reminds us that our habits, choices, and actions shape who we are. This is a powerful way to think about how we live each day. The principle of using both "yes" and "no" to set boundaries stands out. Saying "no" isn’t about shutting things out, but about protecting our time and energy so that our "yes" becomes more intentional and meaningful. In a world that often pushes us to do more than we can handle, setting boundaries helps us focus on what truly matters. It lets us engage more fully in life, without feeling overwhelmed or spread too thin. Boundaries aren’t walls; they’re tools that help us live more authentically and with respect for ourselves and others. 

Our society often tells us that having more, whether it's money, experiences, or pleasure is always better. But the idea that pleasure isn’t about accumulating more, but about feeling satisfied with what we already have, is a refreshing change. It challenges the belief that we should always be chasing the next thing. Instead, it reminds us that true joy comes from being present and content with “enough.” Living with "enough" means we stop chasing things we don’t actually need. It’s about finding balance and focusing on what truly brings us joy. Choosing moderation challenges the systems that profit from making us feel like we never have enough. It helps create a more sustainable world where resources are shared, and people aren’t constantly pressured to compete. 

A key takeaway from "Chillaxing Denmeade" is similar to the idea of Pleasure Activism, which is about taking care of yourself instead of always feeling like you need to be busy. Denmeade understands that saying yes to everything or working too much can lead to burnout. So, he sets healthy boundaries to protect his time and energy. By saying no to things that don’t match his priorities or that might stress him out, he makes sure he has time to relax and recharge. This helps him stay focused and productive without hurting his mental and emotional health. Healthy boundaries like this are something I try to use in my own life. It can be hard sometimes, especially when I feel like I should do more or be available all the time. But I’ve come a long way, and since setting those boundaries, I’ve noticed I feel more at peace. It’s not always easy, but it’s definitely worth it for my well-being and happiness.

WHAT’S CARE GOT TO DO WITH IT?

A time I needed care was when I was in high school and the man who raised me was sent to prison. This was an extremely challenging and traumatizing period; I often felt overwhelmed and lost, dealing with constant anxiety. When he went away, it felt like I lost that side of my family too. Navigating this was heavy, a burden I carried by myself. My mom worked multiple jobs and didn’t have much time for herself, but she always tried to be there for me. She couldn’t always be there the way I needed her to, but for someone dealing with her own traumas, she did a damn good job trying. She stepped up more than anyone should have to, but she did it because she cared. She picked up every phone call, always made sure I was okay, and was there to lift me up when I was down. She created a safe space where I could talk about anything without judgment. She is my rock; whenever I doubt myself, she reminds me of who I am and what I'm capable of. Even when we argue or take time apart, I know I can call her, and she’ll be there as if we never stopped talking. Through all the ups and downs, she has always stood by my side. My aunt, her sister, was another crucial part of my support system. She stepped in when my mom couldn't, even while raising her own two kids. She answered every call, whether we were talking about something important or deciding which notebook I should buy for school. She would stay on the phone for hours, easing my anxiety and helping me focus on what I could control. More than an aunt, she felt like a second mom. Both my mom and aunt remind me of my strength and lift me up when I need it most. Without them, I honestly don't know where I would be today.

The systems around me played a significant role, especially in how they were uncaring. In high school, besides my basketball coach almost two years later, I never really felt cared for. That was the time I needed the most support and care, and I didn’t receive any from my school. My mom and aunt showed me what real care looks like; they became my system of care.

YOUTH WORK IS SOCIAL JUSTICE

The podcast I chose to listen to is Intersectionality Matters: Freedom Readers - Why Kids Should Learn About Racism. In this episode, Kimberlé Crenshaw hosts guest Ibram X. Kendi, and they discuss the importance of educating children about racism and its historical context. They both emphasize that children need to understand the complexities of racism to help create a more equitable society. 

A takeaway from the podcast is Kendi's perspective on how to talk about race and racism in ways that match the developmental level of the child. Many people often say you can't or shouldn't teach kids about race and racism at a young age, but Kendi shows that you actually can and why you should. He provides insights on how to approach these discussions in an age-appropriate way. Kendi emphasizes that even children as young as three can begin to form concepts about race, connecting skin colors to certain qualities. Kendi has also written books for different age groups focused on anti-racism. These books can help parents, educators or any adult engage in important conversations that resonate with kids, making it easier to introduce these critical ideas.

The podcast featuring Ibram Kendi and Kimberlé Crenshaw connects to the social justice youth development described by Shawn Ginwright and Julio Cammarota by emphasizing the need to address racism and systemic inequalities in educational settings. Both highlight the importance of teaching young people about the complexities of race, identity, and social justice. Kendi and Crenshaw advocate for a curriculum that encourages critical thinking about racism, which aligns with Ginwright and Cammarota’s call for youth empowerment and active participation in social change. Additionally, both the podcast and the article stress the significance of understanding how different identities intersect, reinforcing the idea that youth development should consider the diverse experiences of marginalized groups. They both empower youth to challenge injustices and advocate for equity in their communities.

IDENTITY: POWER, PRIVILEGE + INTERSECTIONALITY

A space I’m part of that values practices outside of whiteness is Student Support Services (SSS). This program is dedicated to promoting inclusivity and diversity, particularly for first-generation students, low-income students, and those with disabilities, creating a welcoming and supportive environment for all. SSS is extremely diverse, reflecting a mix of cultures, backgrounds, and experiences. The walls display posters celebrating various cultures, making it a vibrant space where students can feel at home and connected. This environment creates a sense of community where students of color can connect, be authentically themselves, see others who look like them, and share their stories.

The program prioritizes inclusivity and empowerment, with resources tailored to address the specific needs of underrepresented students. Support includes academic skills, financial literacy, community building, workshops, access to scholarships, mental health resources and so much more. Advisors are trained to understand the unique challenges faced by these students, ensuring everyone receives the help they need. Students can easily find and access resources, fostering strong relationships within the community. Regular events encourage students to connect and form supportive networks, creating a sense of belonging. Overall, SSS fosters a warm, welcoming, and empowering atmosphere where all students can thrive and feel valued. By focusing on practices outside of whiteness, this space ensures that every student can be their authentic self and receive the support they need.

WHO ARE WE (AS YOUTH WORKERS + HUMANS)?

I’ve identified six key moments that shaped who I am today, starting with high school, where I faced my biggest challenges. The man who raised me was my biggest support in school, but when he went to prison at the end of my freshman year, I lost that help. My mom, who never went to high school, tried her best, but she couldn’t help me. When it came time to apply to colleges, I felt lost. We had only one college advisor for over a hundred students, making guidance hard to find. I struggled with my college essay and applications and eventually gave up. I felt defeated. I took a year off and worked at Dunkin’. I realized I wanted more for my future, so I applied to CCRI and began my college journey.

When I started at CCRI, I was eager to find the support I never had in high school. Unfortunately, I met with several advisors over two years who misadvised me each time. I was taking classes that wouldn’t count towards my degree once I transferred. I felt lost and hopeless again, with no one to turn to or a community to lean on. Then, I met someone from the RIC Admissions team who told me I only needed two more classes to transfer. I quickly signed up for those summer classes and applied to RIC. I started to feel optimistic.

In the fall of 2018, I started at RIC, feeling both anxious and excited to be at the school I always wanted to attend. During transfer orientation, I learned about the Youth Development program. At first, I had doubts, but I soon fell in love with it. For the first time, I felt seen, heard, and accepted, with a supportive community to lean on. I felt a sense of belonging, learned to advocate for myself, and understood the importance of community and mentorship. Most importantly, I learned more about myself and my identity.

Shortly after starting at RIC, I joined Harambee, the Black Student Union, excited to connect and learn. I attended events regularly but often felt uncomfortable, questioning my identity and whether my voice mattered since I didn’t fit the expected appearance. One spring meeting stands out: while filling out paperwork for students of color, an Eboard member told me, “You’re not black, you don’t need to fill this out.” I was shocked and hurt, and this moment triggered my identity crisis. Despite this, I continued attending events, determined to represent Biracial folks. I eventually joined the Eboard as Secretary. It all paid off when we hosted Yusef Salaam, and I spoke in front of 1,000 people, which transformed me and helped me embrace my identity. My time in Harambee taught me valuable lessons about resilience and self-worth. I’m grateful for this journey, as it has empowered me to use my voice and advocate for others, deepening my understanding of myself and fostering inclusivity within the organization.

I also became a Transfer Navigator during my first year at RIC, which sparked my interest in higher education and inspired me to become a college advisor. Through this role, I discovered a deep sense of purpose and passion. I realized I wanted to advise, mentor, and guide young people, becoming the person I never had. My goal was to offer them the support, resources, and opportunities I never had.

Fast forward to September 2023, I started my dream job as an Advisor at Student Support Services (SSS). I work with first-generation, low-income students and those with documented disabilities. I see myself in them. I was once in their shoes. Every day, I wake up feeling like I’m living my purpose. I get to be the support I never had for so many students. This role inspires, teaches, and transforms me. Not only do I serve students, but I also attend leadership conferences and professional development opportunities, facilitating workshops that help me grow as a professional. This job is exactly what I needed. I've grown so much personally and professionally, and it’s even better because I’m truly passionate about the work I do.