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Principles 26 страница
Youniss, J., Bales, S., Christmas-Best, V., Diversi, M., McLaughlin, M., & Silberecisen, R. (2002). Youth civic engagement in the twenty-first century. Journal of Research on Adolescence, 12, 121–148.
Youniss, J., McLellan, J., & Yates, M. (1997). What we know about engendering civic identity. American Behavioral Scientists, 40, 620–631.
YouthAction. (1998). Why youth organizing? Albuquerque, NM: Author. Youth in Focus. (2004). Measuring up and throwing down! Evaluation and self-
assessment tools for youth organizing groups. Oakland, CA: Movement Strategy Center.
Youth Liberation Program. (1977). Youth liberation of Ann Arbor. In B. Gross & R. Gross (eds. ), The children’s rights movement: Overcoming the oppression of young people (pp. 329–333). Garden City, NY: Anchor Press/Doubleday.
Youth Organizing (1998). Notes from the Field. A report from a youth organizer/funder. Retreat, Pocantico Center, New York, December 11–12.
Youth United for Change. (2005). Mobilizing students. Philadelphia, PA: Author. Zachary, E. (2000). What makes up community leadership competence? Journal
of Community Practice, 7(1), 71–93.
Zeldin, S., McDaniel, A. K., Topitzes, D., & Calvert, M. (2001). Youth in decision-making: A study on the impacts of youth on adults and organizations. Washington, D. C.: Innovation Center for Community and Youth Development.
Zelizer, V. A. (1985). Pricing the priceless child: The changing social value of children.
New York: Basic Books.
Zimmerman, K. (2004). Making space, making change: Profiles of youth and youth-
driven organizations. Oakland, CA: Young Wisdom Project.
Zimmerman, M. A., & Warshausky, S. (1998). Empowerment theory for reha-bilitation research: Conceptual and methodological issues. Rehabilitation Psy-chology, 43, 3–16.
Index
ACORN. See Association of Community Organizations for Reform Now
Activism. See also Historical precedents
global, 165–67
hip-hop, 59–63, 169, 206, 210–212
intergenerational, 159–62
Adaptability, empowerment linked to, 104
Adolescents, population increase in, 4–5
Adultism, 28–34, 109. See also Oppression
definitions of, 29–30
‘‘dry run’’ vs. real power shift, 201–202
language imbued with, 29 oppression through, 32, 198 persistence of, 216 stereotypes of youth, 9, 38, 63
Adult-Led with Youth as Limited Partners model, 69f, 70
Adult-Led with Youth Participation model, 69f, 70
Adults. See also Organization models adultism, 28–34, 38, 109, 198,
201–202, 216
as allies, 69f, 70, 122, 170–171
decision-making role, 169–170
domination by, 28
empowering youth vs. respecting
elders, 198
leadership involving working with, 122
reeducation of, 198
African American. See also Civil Rights movement; Hip-hop activism; Youth of color
gender demographics, 5 urban culture, 59–63, 169, 206
Age. See also Rights, youth 250 INDEX
Age (continued)
of candidacy, 38
of consent, 38
drinking, 38
driving, 38
growing out of youth organizer role, 197–198
of majority, 38
-related issues, 168–169 screening according to, 136 voting, 38
Alinsky, Saul, 43, 44, 110
test of self-interest issue, 135
Allies
adults as, 69f, 70, 122, 170–171 as framework element, 76f, 77f,
91–92
framework including, 91–92 Hyde/Jackson Square community,
Youth-Led with Adult Allies organization model, 69f, 70
American Youth Congress, 36
AmeriCorps volunteers, 158
Anger (at social injustice), leadership
requiring, 120 Applied Research Center
on funding youth development projects, 157
on youth-led organizing, 52 Asian American
gender demographics, 5 South Asian Youth Action, 145
Aspen Institute Roundtable on Community Change, on structural racism, 50
Association of Community Organizations for Reform Now (ACORN), 44
Balance, Young Wisdom Project on self-care and, 155
Barriers, Williams’ identification of key, 194–195
Books Not Bars, 61
Boston University School of Social Work, 176
Bringing it Together (James), 173
‘‘Burnout, ’’ youths’ susceptibility to, 199–200
Bynoe, Y., on contributions from hip-hop music, 62–63
California Fund for Youth Organizing, 7
Center for Economic and Social Justice, universal principle of justice, 24
Center for Social and Economic Justice, 23
Center for Third World Organizing (CTWO), 45
Checkoway, B., 6–7
on forums for youth participation, 49
Child labor laws, 38
Child Welfare Across Borders, 26 Christian youth, 169 Citizenship
democracy dependent upon, 23–24
Gibson on, 20–21
Roche on, 36
Civil Rights movement, 43, 46, 55. See also African American
Communication
as framework element, 76f, 77f, 92–93
leadership requiring, 123
power of media coverage, 201, 206 role in youth-led organizing,
162–167
technologic, 163–167, 206
word of mouth, 206
Communities of identity, Staples on, 45– 46
Community change, 151–152. See also Hyde/Jackson Square community
Aspen Institute Roundtable on, 50 Association of Community
Organizations for Reform Now, 44
evaluating, 205–206
outside vs. inside agents for, 208–209
youth-led field highlighting, 49
Community Programs to Promote Youth Development (Eccles and Gootman), 46
Community youth development (CYD), 37
Competencies
critical reflection, 141–142
critical (analytical) thinking skills, 119, 123
interpersonal skills, 121–122, 136 media skills, 167 reading skills, 123
youth organizing requiring, 10–11 Corporal punishment, 38
Council on Social Work Education, social and economic injustice in, 24
Counseling, 144–145 Crosscutting themes categories of, 149
positive change for individual and community, 151–152
purpose of organizing, 150
research informing, 148–149
short and long term goals, 150–151
CTWO. See Center for Third World Organizing
Culture clash, 210–212 Culture, youth
forms of, 61
urban black, 59–63, 169 value of, 59–63, 169, 206
Curfews, 38
Cyber-participation, 165, 166–167
CYD. See Community youth
development
DART. See Direct Action and Research Training Center
Declaration of the Rights of American Youth, 36
Democracy
definition of, 96
e-democracy, 164
Gibson on healthy, 23
participatory, 95–110, 105t
youth as citizenry, 23–24, 36
Demographic profile
LGBT movement, 42 screening according to, 136 shifts in, 4–5, 39
Development, youth, 35, 46, 47, 48, 54. See also Goals; Leadership
Applied Research Center on project funding, 157
Community Programs to Promote Youth Development, 46 Community Youth Development, 37
definition of, 47
goals for, 54
Innovation Center for Community and, 204
James on holistic, 173
United Nations Ad Hoc Working Group for Youth and Millennium Development Goals, 35
Youth Leadership for Development Initiative, 134–135
Direct Action and Research Training Center (DART), 45
Discrimination, toward youth, 28. See also Rights, youth
Documentation, role of, in evaluation process, 204
Drinking age, 38
Driving age, 38
Eccles, J., 46
E-democracy, 164
Elitism, 109
Emancipation, 38. See also Oppression Emotional maturity
dysfunctional rescuing, 32–33
‘‘keep on keepin’ on, ’’ 196–197
patience, 118
praxis, 141–142
screening according to, 136 self-care and balance, 155 self-regulatory behavior, 195–196
Empowerment. See also Power, youth genuine shift to youth, 10, 201–202 helping paradigm/traditional model vs. model of, 104–106, 105t
resiliency linked to, 104
Southern Empowerment Project, 45
of youth, respecting elders vs., 198 252 INDEX
Engagement, Forum for Youth Investment on stages of, 49–50
Enhancement, youth, 47– 48. See also Development, youth
Equity, 38. See also Rights, youth Evaluation process
dissemination of findings, 206 documentation as part of, 204 failures and successes, 196–197 self-, 203
of social-change efforts, 205–206
Fairness, 27–28, 35
Family, as facilitating and hindering, 159–162
Fertman, C. I., 111, 114–115, 116 Forum for Youth Investment, five stages of youth engagement, 49–50
Fun. See also Culture, youth
-related activities, support for, 155
significance of, 215
Funding, 156–159. See also Resources Applied Research Center on, 157
California Fund for Youth Organizing, 7
calling youth-led organizing by another name, 209–210
community organizing requiring, 76f, 77f, 90–91
diversified sources of, 158–159 grants, 158
wages for participants, 135, 199
Gamaliel Foundation, 45 Gangs, 169
stereotypes of, 63 youth-organizing vs., 109
GBIO. See Greater Boston Interfaith Organization
GCO. See Grassroots community organizing
Generation gap, Kim and Sherman on, 195
Geographical availability, screening according to, 136
Gibson, C., on civic engagement of
youth, 20–21, 23
Global activism, 165–167
Goals. See also Development, youth framework including, 76f, 77f, 88 mentoring, 125
of participation, 130–131 screening according to, 136 short and long term, 150–151 Staples on recruitment, 134 United Nations Ad Hoc Working
Group for Youth and Millennium Development Goals, 35
youth development, 54 youth-led organizing requiring
delineated, 76f, 77f, 88 Golombek, S. B., on cyber-
participation, 165, 166–167 Gootman, J. A., 46
Grassroots community organizing (GCO), 19, 50
recruitment methods, 132–133 Grassroots Leadership, 45 Greater Boston Interfaith
Organization (GBIO), 45 Group dynamics, training programs
involving, 141 Group structure, 167–169 Gulag schools, 38
Hazen Foundation, on leadership competencies, 123, 148
Helping paradigm, traditional model vs. empowerment model, 104–106, 105t, 211
Hierarchy
Hierarchy, ‘‘ladder of leadership, ’’ 142, 169–170
Hip-hop activism, 59–63, 169, 206, 210–212
Books Not Bars, 61 rap music’s role, 62 Historical precedents, 43
Civil Rights movement, 46, 55 Hyde/Jackson Square community,
176–187
student power, 56
Vietnam War, 43, 56
youth-led community organizing, 42– 46, 54–59, 58f
youth-led fields, 46–54 Hoose, P., historical youth-led
contributions to society, 54, 55 HoSang, D., 148, 149
on holistic perspective, 52–53 Hyde/Jackson Square community,
176–187
commentary and analysis of, 187–193 development history of, 179–180 future of, 185–187 Youth First, 180–183
Identity organizing, 46 Information technology, 164–167 Innovation Center for Community
and Youth Development, on required outcomes for individual participants, 204
Intergenerational activism, as facilitating and hindering force, 159–62
Intermediary organizations, 63
Internet communication, 163–167, 206
Interventions, youth-led, 6, 7, 47– 49
professional respect for, 19
James, T., 19, 149, 173, 207 Justice. See also Social justice
‘‘justice as fairness, ’’ 27–28 leadership requiring belief in,
120–121
universal principle of, 24
Kids First, 61
Kim, J., on generation gap, 195 Knucklehead to Revolutionary
(Rios), 213
‘‘Ladder of leadership, ’’ 169–170 Latinos, gender demographics, 5 Leadership
characteristics of effective, 118–125 definition of, 112–115 development, 111–126, 153 framework including, 86 ‘‘ladder of leadership, ’’ 169–170
Linden and Fertman on, 111, 114–115, 116
manifestations of, 115–116 recruitment and support for
developing, 153
screening according to potential for, 136
tensions and dilemmas of, 117 time commitment required for,
119–120
toolbox, 122
transformational, 114–115
youth-led community organizing requiring, 76f, 77f, 86
Learning
fun-related activities for, 155, 215
hands-on immersion method, 141
leadership requiring, 122–23
outcomes for individual
participants, 204–205 preparation stage methods for,
140–142
recruitment and support for, 154 tutoring aiding, 144 visualization method of, 141
Lesbian, gay, bisexual, and transgendered (LGBT) movement, 42
LGBT movement. See Lesbian, gay, bisexual, and transgendered movement
Life-threatening needs, 144 Linden, J. A., 111, 114–115, 116 LISTEN, Inc.
on emergence of youth organizing, 48
youth organizing concept, 8 youth-led movement and social
justice movement, 38 Literacy, leadership requiring, 123 Long-term consequences, leaders’ perspective including, 118
Marginalization, 19–21, 145. See also Oppression
adult allies vs., 122 hip-hop culture vs., 61–63 urban black youth’s, 61 254 INDEX
Maximizing Opportunities for Young People (Wheeler), 127
McGillicuddy, K., 19, 33, 167 Media coverage, 201, 206. See also
Technologic communication Mentoring
definitions/goals of, 124–125 marginalized youth benefiting
from, 145
tutoring, 144
Mickey Mouse community service, 59 Midwest Academy, 45
Models of organization. See Organization models
Mokwena, S., respecting elders, 198
National Housing Institute, 45
National Organizers Alliance, 45
National People’s Action (NPA), 44
National Youth Rights Association, 33
Newcomers, 4, 27, 28
NPA. See National People’s Action
O’Kane, C., 27, 35
OLTC. See Organizing and Leadership Training Center
Open-mindedness, leadership requiring, 118–119
Oppression, 20, 32, 38, 137–139, 211. See also Marginalization
language perpetuating, 29 personal experience of, 18–19
Organization models, 66–70, 69f. See also Participation
Adult-Led with Youth as Limited Partners, 69f, 70
Adult-Led with Youth Participation, 69f, 70
bridging academia and practice, 69 Youth-Adult Collaborative
Partnership, 69f, 70 Youth-Led with Adult Allies,
69f, 70
Organizational settings, 63–68, 169 house meetings, 133
schools, 66, 206 ORGANIZE! Training Center
(OTC), 45
Organizing and Leadership Training
Center (OLTC), 45
OTC. See ORGANIZE! Training
Center
Pacific Institute for Community Organization (PICO), 44
Pacific Islander, gender demographics, 5
Paradigm
of helping others, 104–106, 105t youth-led organizing, 6, 7, 10
Parents
as facilitating and hindering force, 159–162
immigrant, challenges to, 28 Participation. See also Organization
models; Recruitment; Roles (of youth participants)
Checkoway on forums for, 49 cyber-, 165, 166–167 framework for youth-led
organizing, 85–86 framework including, 85–86 goals of, 130–131 remuneration for, 135, 199 required outcomes for, 204 support/counseling in exchange
for, 144–145, 152
youth-led community organizing requiring, 76f, 77f, 85–86
youth-led organizing and participatory democracy, 95–110, 105t
Participatory democracy, 95–110, 105t elements of forms of, 99–101 evolution of, 101–106
rationale of, 96–98
Patience, leadership requiring, 118 Peer-exchange programs, 206 Peer-group supervision, 145, 206 PICO. See Pacific Institute for
Community Organization Planning, for recruitment and support
of participants, 152 Pluralist political theory, 6 Poverty, ethnic/racial
demographics vs., 5
Power, youth, 10, 45, 104–106, 105t, 198, 201–202
organization models relative to, 69f, 70
student, historical roots of, 56 youth-led field highlighting
distribution of, 49 Praxis, 141–142 Preparation stage, 137–140
methods, tools, techniques, 140–142
self-discovery involved in, 137–138 topics for training program,
139–140
Principles
justice, 24, 27–28, 120–121 social justice, 24–28, 36, 38, 42, 120–121
youth-led community organizing, 76f, 77f, 81–83
Problem-solving abilities, leadership requiring, 123
Quiroz-Martinez, J., 148, 149
Rap music
providing insight, 62
shaping organizational process, 169 Rawls, J., ‘‘justice as fairness, ’’
27–28
RCNO. See Regional Council of Neighborhood Organizations
Recruitment, 128–135 challenges of, 129–132 focus of, 133–135 leadership development, 111–126, 153
methods of, 132–133
multiple points of entry, 135
relationship-building process of, 132
role of communications
technology, 135
Staples on goals of, 134
strategic planning process for, 152
Youth Leadership for Development
Initiative on, 134–135 Regional Council of Neighborhood
Organizations (RCNO), 45
Request for proposal (RFP), 185
Rescuing, dysfunctional, 32–33
Research informing, framework
including, 78–80
Resiliency, empowerment linked
to, 104
Resources. See also Funding calling youth-led organizing by
another name, 209–210 framework including, 90–91 information technology for/as,
164–67
locating, 207–8
unequal distribution of, 27 youth-led community organizing
requiring, 76f, 77f, 90–91 Respect
challenges of youth obtaining, 31, 200–201
for culture, immigrant parents’ challenges, 28
for elders, 198 professional, for youth-led
interventions, 19
RFP. See Request for proposal Rights, youth, 34–39. See also Age;
Equity; Social justice child labor laws, 38
Child Welfare Across Borders, 26 Declaration of the Rights of
American Youth, 36
inclusion vs. exclusion, 39
key issues, 38, 64, 135, 168–169
Kids First, 61
National Youth Rights Association on, 34
O’Kane on social domains for child/youth rights, 35
right to work, 38
United Nations Ad Hoc Working Group for Youth and Millennium Development Goals, 35
United Nations Convention on the Rights of the Child, 35
Youth First organization, 176–186, 187–193
Youth Solidarity Summer, 138 Rios, V. M., 213 256 INDEX
Risk-taking
leadership requiring, 123–124 Teen Risk-Taking: A Statistical
Portrait, 5–6
Roche, J., on citizenship, 36
Role-playing workshops, 141
Roles (of youth participants),
139–140. See also Leadership; Organization models
adult support of, 170–171 in decision-making, 169–170 dictated by youth, 8–9 outgrowing one’s, 197–198
Roosevelt, E., on youth/adult power relations, 34
SAYA. See South Asian Youth
Action
Schools, 66, 206
unschooling, 38 Screening process, 136–137 Self
-care, Young Wisdom Project on balance and, 155
-discovery, 137–138
-efficacy, leadership requiring belief in, 120–121
-evaluation process, 203
-interest test, 135
-reflection, 141–142
-regulatory behavior,
195–196
SEP. See Southern Empowerment Project
Sherman, R. F., 156–157, 195 Social justice, 25–28. See also Justice agenda for, 37
belief in, 120–121
Center for Economic and Social Justice, 24
child labor laws, 38
Child Welfare Across Borders, 26 -driven model, 36–37 injustice vs., 24, 120 LISTEN, Inc. on social justice
movement, 38
for newcomers, 27
principles of, 26
Weil’s definition of, 24–25 Youth and Social Justice, 42
Social reform vs. individual treatment issue, 42
Social work
Boston University School of Social Work, 176
Council on Social Work Education, 24
formal practice of, vs. community organizing, 42
as profession, 42
Social Worker’s Code of Ethics, 24 Socio-demographic profiles, 4–5 South Asian Youth Action
(SAYA), 145
Southern Empowerment Project (SEP), 45
Staffing, 76f, 77f, 86–87, 189 framework including, 76f, 77f,
86–87
Staples, L., 45– 46, 134
Status quo questioning, leadership requiring, 121
Stereotypes. See also Adultism; Communication; Respect
apathetic young people, 9 gang members, 63 perpetrators of crime, 63 Weiss on, 38
Stipends, 135
Strategy
framework including, 76f, 77f, 89–90 outside vs. inside agents of change,
208–209
recruitment, 152
youth-led community organizing requiring, 76f, 77f, 89–90
Street theater, 169, 206 Structure, youth-led community
organizing requiring, 76f, 77f, 87 Supervision, marginalized youth
benefiting from, 145 Support (of participants) academic learning, 154
adult roles in offering, 170–171 in exchange for participation,
144–145, 152
in fun-related activities, 155 leadership develoment, 153 planning for, 152 Supremacism, 29. See also Adultism
Tactics, 76f, 77f, 89–90 framework including, 76f, 77f,
89–90
outside vs. inside agents of change, 208–209
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