Youth Culture, Youth Practices
Contents contributed and discussions participated by Terry Elliott
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Chapter Two of Participatory Culture in a Networked Era - Impedagogy - 0 views
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If we are going to make meaningful interventions here, we have to go well beyond the myth of the digital native, which tends to flatten diversity and mask inequality. We need to engage more closely with the very different ways that young people encounter new media in the contexts of lives that are defined around different kinds of expectations and norms, different resources and constraints, from those encountered by youth raised under more privileged circumstances.
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Coming of Age
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“boy culture,” the process of peer-based masculine socialization, used to take place outside of the home and was structured around boys escaping the control and supervision of their mothers
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Tutor Mentor Institute, LLC - 0 views
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Career Ladder - Helping Inner City Youth Through School to Careers by Daniel F. Bassill
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I am reading Henry Jenkins, et al's latest book, Participatory Culture. Everything I see here fits what I have read so far. And also asks the question: how do we get youth to participate in this particular culture--the one that moves them through poverty and into careers. I will have to make this one of the core questions as I read Participatory Culture.
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"What Will it Take to Assure that all Youth Born or Living in High Poverty are Starting Jobs and Careers by Age 25?"
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the ideas exchanged by participants, and the relationships created, are as important as the learning that takes place.
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Last night the hangout focused on a platform called Youth Voices, where youth from around the country are connecting and sharing ideas and reflections.
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I found one under the topic of "How Can We Reduce Costs and Still Get the Care We Need?"
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A valuable tool. Here is a quick response: https://farm1.staticflickr.com/741/23114808664_5298e18c36_b.jpg
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They could be learning many new skills and habits (see article about passionate employee).
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This has always been an issue in education--where is the best leverage for improving learning? where the best place to use any resource to get the most value? Is this too narrow a way of looking at the problem? too bottom line? Seems to value "cost" efficiency over all other values? So...do we need to be putting our magic into tutors/mentors and teachers or into learner/employees?
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This process could engage youth in thousands of locations, focusing on many complex problems, not just health care or poverty.
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I have always been for the idea that learners need to be more responsible for their own learning. They should begin to be responsible for the problems they generate in their own lives and the ones they see generated around them. It is the distribution of these problems and the relative inequity of this distribution that is most troubling. Those who have the greatest opportunity to face the most difficulty problems are also those who are given the least resources to deal with them. How fair is it to ask children to deal with the large issues of safety, health care, and poverty around them?
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touches of sense...: Fallow. - 0 views
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The field
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empty
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I suppose at the subatomic level there is more empty than not. At the neuronal level, all of the neurons are firing and wiring and firing and wiring. At a farmer's level, the ground level, he knows that there is no container to be empty. There is only the turning of Gaia on a tilted axis and the flow of root and branch, leaf and rhizome in a sweet slow dance, a timelapsing dervish. via GIPHY
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intents and purposes
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close cropped
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the aftermath: a definition aftermath (ˈɑːftəmaːθ, æ-) Also aftermowth; [after- 6 + math mowing.] 1.1 Second or later mowing; the crop of grass which springs up after the mowing in early summer. Also attrib. (See also aftergrass, aftercrop.) 1523 Fitzherbert Surveying 2 Yet hath the lorde the Edysshe and the aftermathe hym selfe for his owne catell. 1601 Holland Pliny (1634) I. 506 The grasse will be so high growne, that a man may cut it down and haue a plentiful after-math for hay. 1631 G. Markham Way to Wealth iii. ii. vi. (1668) 149 Eddish, or After-math-cheese. 1673 Marvell Rehears. Transp. ii. Wks. II. 251 The after-math seldom or neuer equals the first herbage. 1834 Southey Doctor cli. (1862) 391 No aftermath has the fragrance and the sweetness of the first crop. 1856 Patmore Angel in House (1866) ii. iv. iv, Among the bloomless aftermath. 1860 Farmer's Mag. LII. 242/1 Thus treated I would calculate on a good after⁓math, to be either sold or used in the yards. 2.2 fig. Esp. a state or condition left by a (usu. unpleasant) event, or some further occurrence arising from it. a 1658 Cleveland To Mr. T. C. 22 Rash Lover speak what Pleasure hath Thy Spring in such an Aftermath! 1851 H. Coleridge Ess. & Marg. II. 13 The aftermath of the great rebellion. 1878 Masque of Poets 135, I am one that hath Lived long and gathered in Life's aftermath. 1946 W. S. Churchill Victory 5 The life and strength of Britain‥will be tested to the full, not only in the war but in the aftermath of war. 1958 M. L. King Stride toward Freedom vi. 102 The aftermath of nonviolence is the creation of the beloved community, while the aftermath of violence is tragic bitterness. 1960 C. Day Lewis Buried Day ii. 41, I remember, too, its aftermath-the triste, enervated feeling which the cold kiss of the dew spreads through one's whole body. 1979 A. Storr Art of Psychotherapy x. 107
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Aftermath BY HENRY WADSWORTH LONGFELLOW When the summer fields are mown, When the birds are fledged and flown, And the dry leaves strew the path; With the falling of the snow, With the cawing of the crow, Once again the fields we mow And gather in the aftermath. Not the sweet, new grass with flowers Is this harvesting of ours; Not the upland clover bloom; But the rowen mixed with weeds, Tangled tufts from marsh and meads, Where the poppy drops its seeds In the silence and the gloom.
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I can do no more for now.
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fallow
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stuff of life.
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Fallow.
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filled to the brim with harvest.
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Right Now - hackpad.com - 0 views
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come out
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Friday
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it’s all pointless
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a teacher
TaniaScreencastSnagIt - YouTube - 0 views
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Make Cycle #3: Level Up Your Game Design! - CLMOOC 2015 - 0 views
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Games align with the spirit of the CLMOOC
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answering these questions: What are the rules of the game? What are the actions (or verbs) you are allowed to take in the game? Is there a “win” state? If so, how do you achieve it?
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You can start with a drawing, create a flip book, and move to video. You can also take household items and turn them into playing pieces, transforming your kitchen table (or house!) into a game board!
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love to see how you level up or progress through your game. What actions can you take to move forward?
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invite you to think about how you can also use your new game design skills to translate, analyze and change a complex issue.
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hope that you will be inspired to explore a new medium, and create new understanding about what it means to analyze (and change!) a system.
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CLMOOC 2015 - Making Learning Connected - 0 views
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Welcome
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Make Cycle # 2!
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compose within
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un-introduce ourselves
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Tar River and UNC-Charlotte Writing Projects
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Teaching Beyond Tropes: Quicksand, Ellipses - 0 views
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trailing off,
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my thoughts have been...
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Quicksand, Ellipses
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neuronal emersion
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violet tenderness
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And wait...
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touches of sense...: In a tangle. - 0 views
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"We might cool down the conversation with explicit norms, clarifying our objectives and assumptions,offer facilitation and other support in an attempt to achieve real dialogue. Over time the constraints could be loosened."
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emotional blackmail and silencing tactic?
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"Who is in? Who is out?" and when and where and who decides?
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I am always an outsider, by termperament and by design. Iconoclast is the word I use to describe myself. I actually get a bit sick when I feel I am on the IN. I love the OUT. And I don't need a fucking box cutter to get out. Something goofy, hilarious, and irritating about the video. A classic out-y as far as I can tell. Not so much a prophet as someone who says, "Fuck you. Now what are you going to do about it." I live in a part of Kentucky where that attitude has been raised to an art form. It's called cutting off your nose to spite your face. I am a practitioner.
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There is not one community. There are multiple communities. These multiple communities are not fixed (much).
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I don't do belonging very well.
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I am a man for example. (of this I AM SURE).
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I am a human tangle embodied.
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So I suppose I could say that the varied and fluctuating communities in and around rhizo14 have varied and fluctuating curricula.
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Rhizomatic Learning, it would seem to me that this is as far as we can take it.
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no 'cool web' or 'hot web'
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Keith Hamon has written a great (IMHO) post about complexity ethics.
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Assertive Humility.
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Oxymorons point to the paradox of language, the Babel-ical inadequacy of words. How helpful are they except to make us sit bold upright and pay heed to how entangled and embodied our knowing (and not knowing) are.
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Of course, in all humility, I am being totally derivative in this annotated response. Nothing original although I am repeatedly striking my flint to your rock.
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There are moments when I am moved to formal academic research.
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I prefer to be inclusive.
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Thank you for your part in my tangle.
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I am in good company.
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That in itself gives me some cause for hope.
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There is a light side and there is a dark side.
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I am in a bit (?) of a tangle.
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I am not at all sure whether drawing a line is appropriate.
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dogtrax: The Poem I Let Loose Like a... - Notegraphy - 0 views
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Remember
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when you let go of the string on your wrist so that
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the balloon was set loose, soaring up into the sky
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“Why? why? why?”
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I wanted to see my words fly
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Every breath
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an idea
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molecule of air
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a collection of words
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The Poem I Let Loose Like a Balloon to the SkyBy Kevin
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Symphony of Ideas: 2014 - a year of connection, disconnection, and loss - 0 views
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2014 was a year of work. 2015 should be a year of fun. That's my resolution.
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Indeed, wrestling myself away from my smartphone might be just the signal my muse needs to come around to visit me again
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I am beginning to practice what James Altucher suggests here: http://www.jamesaltucher.com/2014/05/the-ultimate-guide-for-becoming-an-idea-machine/
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One my ideas was that we could start a 10 Creative Ideas Club using Hackpad. Here is link to prototype: https://hackpad.com/The-10-Creative-Ideas-Club-lQtZ3D1hY7x
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Relocating the muse
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One of my desires as a teacher and learner is to obscure the artificial boundaries that exist between formal and informal learning, 'school' and 'real life'. Such distinctions between digital connection and analog, 'face to face' connections should also be blurred.
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I think one way to do this blurring is to observe and share more of your own life. I am beginning a series of posts called "Petty Joys" that chronicle the 'small beer' of my life, stuff I love that doesn't rise to the level of epiphany. I am blurring the lines so that the editor in my head doesn't send out a rejection letter. My first petty joy is the peanut butter stirrer. Watch for it.
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