Youth-led dialogues for positive change
Abstract: Youth in Antioch, California and youth in Manizales, Colombia have begun exchanging their stories and sharing responses by acknowledging each others’ stories and experiences. What might it look like if these youth were to reach out and connect with more youth around the world, to share their stories, their dreams, and their hardwon knowledge and skills? What type of social change might be possible when youthlead dialogues for positive change? In this article, I will share my work on strengthening youth voice and participation in the co-construction of environments in their homes, school, and community to support resilience and pathways to health and well-being. I will tell a story of a community’s commitment to creating positive c... Ver más
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Youth-led dialogues for positive change cambio social Eleuthera Vicerrectoría de Investigaciones y Posgrados, Universidad de Caldas , Año 2013 : Enero - Junio 8 participación Artículo de revista experiencias Juventud Bodiford, Kristin Abstract: Youth in Antioch, California and youth in Manizales, Colombia have begun exchanging their stories and sharing responses by acknowledging each others’ stories and experiences. What might it look like if these youth were to reach out and connect with more youth around the world, to share their stories, their dreams, and their hardwon knowledge and skills? What type of social change might be possible when youthlead dialogues for positive change? In this article, I will share my work on strengthening youth voice and participation in the co-construction of environments in their homes, school, and community to support resilience and pathways to health and well-being. I will tell a story of a community’s commitment to creating positive change by coming together to address the issue of increasing violence. When adults listened to youth voices, we heard that they wanted the support of adults to make changes in their community and that they needed adults to see them differently in order to develop more effective partnerships. Youth played an important role in making sense of their lived experiences, understanding how interpersonal violence impacts them, and sharing what they need from each other, the adults in their lives, and their broader community as they envisioned possibilities that might lead to more positive and generative relationships. While keeping these youth voices central, adults and youth continue to work together to explore and challenge norms that lead to violence in relationships, homes, schools, and communities. As a result of the project, youth and adults began building intergenerational partnerships to weave new narratives and to explore the possibilities that can result from youth-led positive community change. Through this project we discovered the transformative potential of youth as powerful social agents of positive change in their communities.The project, called “Choppin’ It Up”, meaning talking it out, was implemented as part of a U.S. federal demonstration project in California called Families Thrive in partnership with the Youth Intervention Network, and the Antioch Unified School District. We worked with group of diverse high school students who had beenexposed to interpersonal violence or other significant adversity in their lives and were considered to be ‘at-risk’ or troubled. This work was developed within a social construction orientation beginning with looking at how assumptions, judgments, and stereotypes can impact and interfere with our relationships and the possibilities and alternatives that we construct in our conversations with each other. The things we take for granted and the assumptions we make often block us from understanding each other, what we experience, and ways we find to get along in life. When we work to build a better understanding of each other, we can create a space for new possibilities.In addition, the stories we tell and the frequency with which we tell them influence and reinforce the ways in which we construct our relationships with each other. We have an opportunity to weave new narratives and co-construct alternatives by increasing our understanding of each other, generating new ways of being inrelationships, and imagining positive possibilities for our lives and communities. We can build partnerships and engage in ongoing conversations to tell new stories that reach beyond ‘problem-solving’ to identify and co-construct possibilities and alternatives that support resilience and thriving. Through strengthening our relationships with youth in communities, we can begin to transform our understanding of the variousand unique paths youth take to create powerful identities, meaning, health and wellbeing. We can better see the strengths and the often hidden powerful resilience youth express in response to challenges and adversity. This article will present the principles of social construction within which the project was developed. I will describe the process of working with youth and discuss ways in which this approach can be used to elevate their voices, change perceptions about youth who might be identified as at-risk or dangerous, and bring about positive social change in our schools, neighborhoods, and communities.I want to encourage the ongoing expansion of voices in this work. Quotes from the youth in the project are sprinkled throughout this article along with other voices who have informed my thinking about how we can construct more generative relationships to propel social change. You are invited to enter into a conversation about relationships and the use of language to construct better worlds together (Hosking & Pluut, 2010). (enter directions on how to go to www.choppinitup.org or www.fortalezasjovenes.org)   cuentos McNamee, S. (2000). The social poetics of relationally engaged research: Research as conversation. Philosophy in Therapy: The Social Poetics of Therapeutic Conversation. Strong, T. (2004). Meaningful moments as collaborative accomplishments: Research from within consultative dialogue. In D. A. Pare & G. Larner (Eds.),Collaborative practice in psychology and therapy (pp. 213-228). New York: Haworth Clinical Practice Press. Stewart, J., & Zediker, K. E. (2000). Dialogue as tensional, ethical practice. Southern Communication Journal, 65, 224-242. Stetsenko, A., & Arievitch, I. (2004). The Self in Cultural-Historical Activity Theory: Reclaiming the Unity of Social and Individual Dimensions of Human Development. Theory & Psychology, 14(4), 475-503. doi: 10.1177/0959354304044921 Stafford, P. (2010, September 20). Phil’s Adventures in Elderburbia. Phil’s Adventures in Elderburbia. Retrieved July 15, 2012, from http://agingindiana.wordpress.com/2010/09/20/ questioning-received-truths/ Shotter, J. (2011). Getting it: Withness-thinking and the dialogical-- in practice. New York, NY: Hampton Press. Sampson, E. E. (2008). Celebrating the other: A dialogic account of human nature. Chagrin Falls, OH: Taos Institute Publications Relational constructionism. (n.d.). Relational Constructionism. Retrieved May 3, 2012, from http://www.relational-constructionism.org/pages/relational-constructionism.php Putnam, R. D. (2000). Bowling alone: The collapse and revival of American community. New York: Simon & Schuster. Pittman, K. (2002). Balancing the equation: Communities supporting youth, youth supporting communities. CYD Journal, 19-24. Retrieved May 6, 2012, from http://www.cydjournal. org/2002SprSum/contents.html Powell, L. C. (2003). On (Not) “Coloring in the Outline” Journal of Social Issues, 59(1), 197- 211. doi: 10.1111/1540-4560.00012 Pitkin, H. F. (1972). Wittgenstein and justice; on the significance of Ludwig Wittgenstein for social and political thought. Berkeley, CA: University of California Press. Piha, S., & Adams, A. (2001). Youth development guide [Scholarly project]. In Youth Development Framework for Practice. Retrieved May 6, 2012, from http://www.cnyd.org/trainingtools/ CNYD_YD_Guide.pdf Pearce, W. (2009). Communication and social construction: Claiming our birthright. In G. J. Galanes & W. Leeds-Hurwitz (Eds.), Socially constructing communication (pp. 33-56). Cresskill, NJ: Hampton Press. Ungar, M. (2003). Nurturing hidden resilience in troubled youth. Toronto: University of Toronto Press. Pajot, M., & Berman, H. (n.d.). Rethinking relationships. Engaging youth & connecting communities.The Centre for Research & Education on Violence against Women and Children (CREVAWC). Novogratz, J. (2011, February). Inspiring a life of immersion [Video blog post]. Retrieved May 21, 2012, from http://www.ted.com/talks/jacqueline_novogratz_inspiring_a_life_of_ immersion.html Myerhoff, B. G., Kaminsky, M., & Weiss, M. (2007). Stories as equipment for living: Last talks and tales of Barbara Myerhoff. Ann Arbor: University of Michigan Press. McNamee, S., & Gergen, K. J. (1999). Relational responsibility: Resources for sustainable dialogue. Thousand Oaks, CA: Sage Publications. McNamee, S. (2012). Personal communication. Szalavits, M., & Perry, B. D. (2010). Born for love: Why empathy is essential - and endangered. New York, NY: HarperCollins. Waldegrave, C., & Tamasese, T. (2012, March 20). Keynote presentation. Speech presented at Enriching collaborative practices across cultural borders conference, Merida, Yucutan. White, M. (2007). Maps of narrative practice. New York, NY: W.W. Norton. Ungar, M. (2004). A constructionist discourse on resilience: Multiple contexts, multiple realities among at-risk children and youth. Youth & Society, 35(3), 341-365. doi: 10.1177/0044118X03257030 Winslade, J., & Monk, G. (2008). Practicing narrative mediation: Loosening the grip of conflict. San Francisco: Jossey-Bass. Text http://purl.org/coar/access_right/c_abf2 info:eu-repo/semantics/openAccess http://purl.org/coar/version/c_970fb48d4fbd8a85 info:eu-repo/semantics/publishedVersion http://purl.org/coar/resource_type/c_6501 info:eu-repo/semantics/article Zimmerman, B., & Cleary, T. (2006). Adolescents development of personal agency. The role of self-efficacy beliefs and self-regulatory skill. In F. Pajares & T. C. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 45-69). Greenwich, CT: IAP - Information Age Pub. Winslade, J., & Monk, G. (2000). Narrative mediation: A new approach to conflict resolution. San Francisco: Jossey-Bass. Ungar, M. (2005). A thicker description of resilience. The International Journal of Narrative Therapy and Community Work, Nos 3 & 4, 89-96. Wingard, B., & Lester, J. (2001). Telling our stories in ways that make us stronger. Adelaide, S. Aust.: Dulwich Centre Publications. Whitney, D. K., & Trosten-Bloom, A. (2010). The power of appreciative inquiry: A practical guide to positive change. San Francisco: Berrett-Koehler. White, M. (Director). (2011, May). Trauma and narrative therapy [Video]. Retrieved May 21, 2012, from http://www.dulwichcentre.com.au/trauma-and-narrative-therapy.html White, M., & Denborough, D. (2011). Narrative practice: Continuing the conversations. New York, NY: W.W. Norton. Kretzmann, J. P., & McKnight, J. (1993). Building communities from the inside out: A path toward finding and mobilizing a community’s assets. Evanston, IL: The Asset-Based Community Development Institute, Institute for Policy Research, Northwestern University. Lambert, J. (2002). Digital storytelling: Capturing lives, creating community. Berkeley, CA: Digital Diner Press. Waldegrave, C. (2009). Cultural, gender, and socioeconomic contexts in therapeutic and social policy work. Family Process, 48(1), 85-101. doi: 10.1111/j.1545-5300.2009.01269.x Ungar, M., & Teram, E. (2005). Qualitative resilience research: Contributions and risk. In M. Ungar (Ed.), Handbook for working with children and youth: Pathways to resilience across cultures and contexts (pp. 149-164). Thousand Oaks, CA: Sage Publications. Ungar, M., & Liebenberg, L. (2008). Resilience in action: Working with youth across cultures and contexts. Toronto: University of Toronto Press. Ungar, M. (2006). Strengths-based counseling with at-risk youth. Thousand Oaks, CA: Corwin Press. Lerner, R. M., Lerner, J. V., & Phelps, E. (2008). The positive development of youth technical report. The 4-H study of positive youth development: Report of the findings from the first four waves of data collection: 2002-2003, 2003-2004, 2004-2005, and 2005-2006. The 4-H Study Annual Report. Retrieved May 6, 2012, from http://ase.tufts.edu/iaryd/documents/4h studyannualreport2008.pdf Gergen, K. J. (2009). An invitation to social construction. Los Angeles, CA: Sage Publications. Kellner, D. (1995). Media culture: Cultural studies, identity, and politics between the modern and the postmodern. London: Routledge. https://revistasojs.ucaldas.edu.co/index.php/eleuthera/article/view/4986 Bava, S. (2012). Performance theory & practice: Understanding our life. New York. Bavelas, J. B., Coates, L., & Johnson, T. (2000). Listeners as co-narrators. Journal of Personality and Social Psychology, 79(6), 941-952. doi: 10.1037//0022-3514.79.6.941 Barrett, F. (1995). Creating appreciative learning cultures. Organizational Dynamics, 24(2), 36- 49. doi: 10.1016/0090-2616(95)90070-5 Katz, A., & Shotter, J. (1999). Social poetics as a relational practice: Creating resourceful communities. In Construction of Health and Illness, at Social Construction and Relational Practices Conference. Durham, NH. Anderson, H. (2001). Becoming a postmodern collaborative therapist: A clinical and theoretical journey. Part II. Journal of the Texas Association of Marriage and Family Therapy, 6(1), 4-22. https://creativecommons.org/licenses/by-nc-sa/4.0/ Inglés application/pdf Best, A. L. (2007). Representing youth: Methodological issues in critical youth studies. New York, NY: New York University Press. Journal article participation social change experiences stories Youth No: resumen en español Benard, B. (2004). Resiliency: What we have learned. San Francisco, CA: WestEd. Bakhtin, M. M., & Emerson, C. (1984). Problems of Dostoevsky’s poetics. Minneapolis: University of Minnesota Press. Bruner, J. S. (1962). On knowing; essays for the left hand. Cambridge: Belknap Press of Harvard University Press. Burr, V. (2003). Social constructionism. Hove: Routledge. Holstein, M. B., & Minkler, M. (2003). Self, society, and the “new gerontology” The Gerontologist, 43(6), 787-796. doi: 10.1093/geront/43.6.787 Gergen, K., McNamee, S., & Barrett, F. (2001). Toward a vocabulary of transformative dialogue. International Journal of Public Administration, 24, 697-707. Gergen, K. J. (2011). Relational being: Beyond self and community. New York, NY: Oxford University Press. Youth-led dialogues for positive change Gergen, K. J. (1978). Toward generative theory.Journal of Personality and Social Psychology,36(11), 1344-1360. doi: 10.1037//0022-3514.36.11.1344 Gehart, D., Tarragona, M., & Bava, S. (2007). A collaborative approach to research and inquiry. In H. Anderson & D. Gehart (Eds.), Collaborative therapy: Relationships and conversations that make a difference (pp. 367-387). New York, NY: Routledge. Fujie Parks, L., Cohen, L., & Kravitz-Wirtz, N. (2007). Poised for Prevention: Advancing promising Approaches to primary prevention of intimate partner violence. Retrieved May 17, 2012, from http://www.preventioninstitute.org/component/jlibrary/article/id-32/127. html Frie, R., & Coburn, W. J. (2011). Persons in context: The challenge of individuality in theory and practice. New York: Routledge. Publication Freire, P. (2006). Pedagogy of the oppressed. New York, NY: Continuum. Freedman, J., & Combs, G. (1996). Narrative therapy: The social construction of preferred realities. New York: Norton. Eccles, J. S., & Gootman, J. (Eds.). (2002). Community programs to promote youth development. Washington, DC: National Academy Press. Denborough, D. (2008). Collective narrative practice: Responding to individuals, groups, and communities who have experienced trauma. Adelaide, S. Aust.: Dulwich Centre Publications. Descartes, R. (1912). A discourse on method. London: J.M. Dent. Denborough, D., Koolmatrie, C., Mununggirritj, D., Marika, D., Dhurrkay, W., & Yunupingu, M. (2006). Linking Stories and Initiatives: A narrative approach to working with the skills and knowledge of communities. The International Journal of Narrative Therapy and Community Work, 2, 19-51. Retrieved July 15, 2012, from http://202.146.209.175/linking-stories-andinitiatives.pdf Cooperrider, D. L., Sorensen, P. F., Yaeger, T. F., & Whitney, D. (Eds.). (2001). Appreciative inquiry: An emerging direction for organization development. Champaign, IL: Stipes Pub. De Jong, P., & Berg, I. (2002). Interviewing for solutions. Pacific Grove, CA: Brooks/Cole. Caputo, J. D. (1993). On not knowing who we are: Madness, hermeneutics and the night of truth. In M. Yount (Ed.), Foucault and the critique of institutions. University Park, PA: Pennsylvania State University Press. 2463-1469 https://revistasojs.ucaldas.edu.co/index.php/eleuthera/article/view/4986 2013-01-01 2013-01-01T00:00:00Z 2013-01-01T00:00:00Z https://revistasojs.ucaldas.edu.co/index.php/eleuthera/article/download/4986/4548 103 141 2011-4532 |
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Bodiford, Kristin |
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McNamee, S. (2000). The social poetics of relationally engaged research: Research as conversation. Philosophy in Therapy: The Social Poetics of Therapeutic Conversation. Strong, T. (2004). Meaningful moments as collaborative accomplishments: Research from within consultative dialogue. In D. A. Pare & G. Larner (Eds.),Collaborative practice in psychology and therapy (pp. 213-228). New York: Haworth Clinical Practice Press. Stewart, J., & Zediker, K. E. (2000). Dialogue as tensional, ethical practice. Southern Communication Journal, 65, 224-242. Stetsenko, A., & Arievitch, I. (2004). The Self in Cultural-Historical Activity Theory: Reclaiming the Unity of Social and Individual Dimensions of Human Development. Theory & Psychology, 14(4), 475-503. doi: 10.1177/0959354304044921 Stafford, P. (2010, September 20). Phil’s Adventures in Elderburbia. Phil’s Adventures in Elderburbia. Retrieved July 15, 2012, from http://agingindiana.wordpress.com/2010/09/20/ questioning-received-truths/ Shotter, J. (2011). Getting it: Withness-thinking and the dialogical-- in practice. New York, NY: Hampton Press. Sampson, E. E. (2008). Celebrating the other: A dialogic account of human nature. Chagrin Falls, OH: Taos Institute Publications Relational constructionism. (n.d.). Relational Constructionism. Retrieved May 3, 2012, from http://www.relational-constructionism.org/pages/relational-constructionism.php Putnam, R. D. (2000). Bowling alone: The collapse and revival of American community. New York: Simon & Schuster. Pittman, K. (2002). Balancing the equation: Communities supporting youth, youth supporting communities. CYD Journal, 19-24. Retrieved May 6, 2012, from http://www.cydjournal. org/2002SprSum/contents.html Powell, L. C. (2003). On (Not) “Coloring in the Outline” Journal of Social Issues, 59(1), 197- 211. doi: 10.1111/1540-4560.00012 Pitkin, H. F. (1972). Wittgenstein and justice; on the significance of Ludwig Wittgenstein for social and political thought. Berkeley, CA: University of California Press. Piha, S., & Adams, A. (2001). Youth development guide [Scholarly project]. In Youth Development Framework for Practice. Retrieved May 6, 2012, from http://www.cnyd.org/trainingtools/ CNYD_YD_Guide.pdf Pearce, W. (2009). Communication and social construction: Claiming our birthright. In G. J. Galanes & W. Leeds-Hurwitz (Eds.), Socially constructing communication (pp. 33-56). Cresskill, NJ: Hampton Press. Ungar, M. (2003). Nurturing hidden resilience in troubled youth. Toronto: University of Toronto Press. Pajot, M., & Berman, H. (n.d.). Rethinking relationships. Engaging youth & connecting communities.The Centre for Research & Education on Violence against Women and Children (CREVAWC). Novogratz, J. (2011, February). Inspiring a life of immersion [Video blog post]. Retrieved May 21, 2012, from http://www.ted.com/talks/jacqueline_novogratz_inspiring_a_life_of_ immersion.html Myerhoff, B. G., Kaminsky, M., & Weiss, M. (2007). Stories as equipment for living: Last talks and tales of Barbara Myerhoff. Ann Arbor: University of Michigan Press. McNamee, S., & Gergen, K. J. (1999). Relational responsibility: Resources for sustainable dialogue. Thousand Oaks, CA: Sage Publications. McNamee, S. (2012). Personal communication. Szalavits, M., & Perry, B. D. (2010). Born for love: Why empathy is essential - and endangered. New York, NY: HarperCollins. Waldegrave, C., & Tamasese, T. (2012, March 20). Keynote presentation. Speech presented at Enriching collaborative practices across cultural borders conference, Merida, Yucutan. White, M. (2007). Maps of narrative practice. New York, NY: W.W. Norton. Ungar, M. (2004). A constructionist discourse on resilience: Multiple contexts, multiple realities among at-risk children and youth. Youth & Society, 35(3), 341-365. doi: 10.1177/0044118X03257030 Winslade, J., & Monk, G. (2008). Practicing narrative mediation: Loosening the grip of conflict. San Francisco: Jossey-Bass. Zimmerman, B., & Cleary, T. (2006). Adolescents development of personal agency. The role of self-efficacy beliefs and self-regulatory skill. In F. Pajares & T. C. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 45-69). Greenwich, CT: IAP - Information Age Pub. Winslade, J., & Monk, G. (2000). Narrative mediation: A new approach to conflict resolution. San Francisco: Jossey-Bass. Ungar, M. (2005). A thicker description of resilience. The International Journal of Narrative Therapy and Community Work, Nos 3 & 4, 89-96. Wingard, B., & Lester, J. (2001). Telling our stories in ways that make us stronger. Adelaide, S. Aust.: Dulwich Centre Publications. Whitney, D. K., & Trosten-Bloom, A. (2010). The power of appreciative inquiry: A practical guide to positive change. San Francisco: Berrett-Koehler. White, M. (Director). (2011, May). Trauma and narrative therapy [Video]. Retrieved May 21, 2012, from http://www.dulwichcentre.com.au/trauma-and-narrative-therapy.html White, M., & Denborough, D. (2011). Narrative practice: Continuing the conversations. New York, NY: W.W. Norton. Kretzmann, J. P., & McKnight, J. (1993). Building communities from the inside out: A path toward finding and mobilizing a community’s assets. Evanston, IL: The Asset-Based Community Development Institute, Institute for Policy Research, Northwestern University. Lambert, J. (2002). Digital storytelling: Capturing lives, creating community. Berkeley, CA: Digital Diner Press. Waldegrave, C. (2009). Cultural, gender, and socioeconomic contexts in therapeutic and social policy work. Family Process, 48(1), 85-101. doi: 10.1111/j.1545-5300.2009.01269.x Ungar, M., & Teram, E. (2005). Qualitative resilience research: Contributions and risk. In M. Ungar (Ed.), Handbook for working with children and youth: Pathways to resilience across cultures and contexts (pp. 149-164). Thousand Oaks, CA: Sage Publications. Ungar, M., & Liebenberg, L. (2008). Resilience in action: Working with youth across cultures and contexts. Toronto: University of Toronto Press. Ungar, M. (2006). Strengths-based counseling with at-risk youth. Thousand Oaks, CA: Corwin Press. Lerner, R. M., Lerner, J. V., & Phelps, E. (2008). The positive development of youth technical report. The 4-H study of positive youth development: Report of the findings from the first four waves of data collection: 2002-2003, 2003-2004, 2004-2005, and 2005-2006. The 4-H Study Annual Report. Retrieved May 6, 2012, from http://ase.tufts.edu/iaryd/documents/4h studyannualreport2008.pdf Gergen, K. J. (2009). An invitation to social construction. Los Angeles, CA: Sage Publications. Kellner, D. (1995). Media culture: Cultural studies, identity, and politics between the modern and the postmodern. London: Routledge. Bava, S. (2012). Performance theory & practice: Understanding our life. New York. Bavelas, J. B., Coates, L., & Johnson, T. (2000). Listeners as co-narrators. Journal of Personality and Social Psychology, 79(6), 941-952. doi: 10.1037//0022-3514.79.6.941 Barrett, F. (1995). Creating appreciative learning cultures. Organizational Dynamics, 24(2), 36- 49. doi: 10.1016/0090-2616(95)90070-5 Katz, A., & Shotter, J. (1999). Social poetics as a relational practice: Creating resourceful communities. In Construction of Health and Illness, at Social Construction and Relational Practices Conference. Durham, NH. Anderson, H. (2001). Becoming a postmodern collaborative therapist: A clinical and theoretical journey. Part II. Journal of the Texas Association of Marriage and Family Therapy, 6(1), 4-22. Best, A. L. (2007). Representing youth: Methodological issues in critical youth studies. New York, NY: New York University Press. Benard, B. (2004). Resiliency: What we have learned. San Francisco, CA: WestEd. Bakhtin, M. M., & Emerson, C. (1984). Problems of Dostoevsky’s poetics. Minneapolis: University of Minnesota Press. Bruner, J. S. (1962). On knowing; essays for the left hand. Cambridge: Belknap Press of Harvard University Press. Burr, V. (2003). Social constructionism. Hove: Routledge. Holstein, M. B., & Minkler, M. (2003). Self, society, and the “new gerontology” The Gerontologist, 43(6), 787-796. doi: 10.1093/geront/43.6.787 Gergen, K., McNamee, S., & Barrett, F. (2001). Toward a vocabulary of transformative dialogue. International Journal of Public Administration, 24, 697-707. Gergen, K. J. (2011). Relational being: Beyond self and community. New York, NY: Oxford University Press. Gergen, K. J. (1978). Toward generative theory.Journal of Personality and Social Psychology,36(11), 1344-1360. doi: 10.1037//0022-3514.36.11.1344 Gehart, D., Tarragona, M., & Bava, S. (2007). A collaborative approach to research and inquiry. In H. Anderson & D. Gehart (Eds.), Collaborative therapy: Relationships and conversations that make a difference (pp. 367-387). New York, NY: Routledge. Fujie Parks, L., Cohen, L., & Kravitz-Wirtz, N. (2007). Poised for Prevention: Advancing promising Approaches to primary prevention of intimate partner violence. Retrieved May 17, 2012, from http://www.preventioninstitute.org/component/jlibrary/article/id-32/127. html Frie, R., & Coburn, W. J. (2011). Persons in context: The challenge of individuality in theory and practice. New York: Routledge. Freire, P. (2006). Pedagogy of the oppressed. New York, NY: Continuum. Freedman, J., & Combs, G. (1996). Narrative therapy: The social construction of preferred realities. New York: Norton. Eccles, J. S., & Gootman, J. (Eds.). (2002). Community programs to promote youth development. Washington, DC: National Academy Press. Denborough, D. (2008). Collective narrative practice: Responding to individuals, groups, and communities who have experienced trauma. Adelaide, S. Aust.: Dulwich Centre Publications. Descartes, R. (1912). A discourse on method. London: J.M. Dent. Denborough, D., Koolmatrie, C., Mununggirritj, D., Marika, D., Dhurrkay, W., & Yunupingu, M. (2006). Linking Stories and Initiatives: A narrative approach to working with the skills and knowledge of communities. The International Journal of Narrative Therapy and Community Work, 2, 19-51. Retrieved July 15, 2012, from http://202.146.209.175/linking-stories-andinitiatives.pdf Cooperrider, D. L., Sorensen, P. F., Yaeger, T. F., & Whitney, D. (Eds.). (2001). Appreciative inquiry: An emerging direction for organization development. Champaign, IL: Stipes Pub. De Jong, P., & Berg, I. (2002). Interviewing for solutions. Pacific Grove, CA: Brooks/Cole. Caputo, J. D. (1993). On not knowing who we are: Madness, hermeneutics and the night of truth. In M. Yount (Ed.), Foucault and the critique of institutions. University Park, PA: Pennsylvania State University Press. |
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http://purl.org/coar/version/c_970fb48d4fbd8a85 |
| type_content |
Text |
| publishDate |
2013-01-01 |
| date_accessioned |
2013-01-01T00:00:00Z |
| date_available |
2013-01-01T00:00:00Z |
| url |
https://revistasojs.ucaldas.edu.co/index.php/eleuthera/article/view/4986 |
| url_doi |
https://revistasojs.ucaldas.edu.co/index.php/eleuthera/article/view/4986 |
| issn |
2011-4532 |
| eissn |
2463-1469 |
| citationstartpage |
103 |
| citationendpage |
141 |
| url2_str_mv |
https://revistasojs.ucaldas.edu.co/index.php/eleuthera/article/download/4986/4548 |
| _version_ |
1797157964774113280 |
| description |
Abstract: Youth in Antioch, California and youth in Manizales, Colombia have begun exchanging their stories and sharing responses by acknowledging each others’ stories and experiences. What might it look like if these youth were to reach out and connect with more youth around the world, to share their stories, their dreams, and their hardwon knowledge and skills? What type of social change might be possible when youthlead dialogues for positive change?
In this article, I will share my work on strengthening youth voice and participation in the co-construction of environments in their homes, school, and community to support resilience and pathways to health and well-being. I will tell a story of a community’s commitment to creating positive change by coming together to address the issue of increasing violence.
When adults listened to youth voices, we heard that they wanted the support of adults to make changes in their community and that they needed adults to see them differently in order to develop more effective partnerships. Youth played an important role in making sense of their lived experiences, understanding how interpersonal violence impacts them, and sharing what they need from each other, the adults in their lives, and their broader community as they envisioned possibilities that might lead to more positive and generative relationships. While keeping these youth voices central, adults and youth continue to work together to explore and challenge norms that lead to violence in relationships, homes, schools, and communities. As a result of the project, youth and adults began building intergenerational partnerships to weave new narratives and to explore the possibilities that can result from youth-led positive community change. Through this project we discovered the transformative potential of youth as powerful social agents of positive change in their communities.The project, called “Choppin’ It Up”, meaning talking it out, was implemented as part of a U.S. federal demonstration project in California called Families Thrive in partnership with the Youth Intervention Network, and the Antioch Unified School District. We worked with group of diverse high school students who had beenexposed to interpersonal violence or other significant adversity in their lives and were considered to be ‘at-risk’ or troubled.
This work was developed within a social construction orientation beginning with looking at how assumptions, judgments, and stereotypes can impact and interfere with our relationships and the possibilities and alternatives that we construct in our conversations with each other. The things we take for granted and the assumptions we make often block us from understanding each other, what we experience, and ways we find to get along in life. When we work to build a better understanding of each other, we can create a space for new possibilities.In addition, the stories we tell and the frequency with which we tell them influence and reinforce the ways in which we construct our relationships with each other. We have an opportunity to weave new narratives and co-construct alternatives by increasing our understanding of each other, generating new ways of being inrelationships, and imagining positive possibilities for our lives and communities. We can build partnerships and engage in ongoing conversations to tell new stories that reach beyond ‘problem-solving’ to identify and co-construct possibilities and alternatives that support resilience and thriving. Through strengthening our relationships with youth in communities, we can begin to transform our understanding of the variousand unique paths youth take to create powerful identities, meaning, health and wellbeing. We can better see the strengths and the often hidden powerful resilience youth express in response to challenges and adversity.
This article will present the principles of social construction within which the project was developed. I will describe the process of working with youth and discuss ways in which this approach can be used to elevate their voices, change perceptions about youth who might be identified as at-risk or dangerous, and bring about positive social change in our schools, neighborhoods, and communities.I want to encourage the ongoing expansion of voices in this work. Quotes from the youth in the project are sprinkled throughout this article along with other voices who have informed my thinking about how we can construct more generative relationships to propel social change. You are invited to enter into a conversation about relationships and the use of language to construct better worlds together (Hosking & Pluut, 2010). (enter directions on how to go to www.choppinitup.org or www.fortalezasjovenes.org)
 
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