Education Week - March 4, 2020 - 24

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I

DI SANZA is a 17-year-old
high school junior who
lives in Madison, Wis.
She is the founder of the
social justice campaign
Bleed Shamelessly, which
works to put an end to the
stigma of menstruation
and further gender equity
through journalism,
education, and protest.

How I Empower the
Students in My District

Student Empowerment
in Action

Letters to
the Editor

Truths About Student
Activists for Educators

have been a youth activist and organizer for most of my high school career, planning rallies and marches,
conducting educational outreach,
and lobbying against archaic legislation. Here's a pattern I've seen
too often: Student advocates step
out; administrators put their authoritarian foot
down. From assuming lesser expertise about an
issue to restricting freedom of speech, adults
can't seem to get enough of minimizing student
impact.
While I have received a great deal of support
from teachers and administrators, I have also
often been faced with unnecessary restrictions.
Here are three ways for educators and
administrators to think differently about youth
and stop limiting their impact.

By Maggie Di Sanza

Lily Padula for Education Week

INSIDE

1. Acknowledge student expertise.
Understand that students are and can become
experts in topics-whether or not an adult taught
them. As a student activist, I am constantly
surrounded by youth who have devoted their
lives outside of school to becoming well-versed in
topics like climate change, reproductive freedom,
and access to healthcare.
Over the past few years, I have become
knowledgeable about the reality that menstrual
stigma and shame plagues our world. This
understanding is not the shallow understanding
that many people have. I can cite studies,
name relevant organizations, put quantitative
evidence into context, and outline clear plans to
combat disparities. Plenty of other youths can
do the exact same thing. Many of my friends
invest themselves in LGBTQ+ justice and are
constantly reaching out and engaging with the
community to learn more.

24 | EDUCATION WEEK | March 4 , 2020 | www.edweek.org/go/opinion

If educators and administrators stopped being
threatened by knowledgeable students, they
could actually learn a thing or two. It's outdated
to think that educators cannot learn alongside
their students, and many do. We must begin to
acknowledge that student expertise is not rare,
nor impossible; in fact, it is quite the opposite. So,
educators, step aside, and let your students guide
you. Competent and accomplished young people
are more than ready to take part in public policy
discussions.
2. Overcome prejudice about ability. Do not
allow prejudice to limit your belief in a student.
If I had a dollar for every time I heard the phrase,
"You're so well-spoken for a teenager!" I would
be in the top 10 percent for income. That's age
prejudice at work. As a well-off white person, I see
from the privileges accorded to me that students
of color, students from poor families, and students
that don't fit other "ideal" characteristics are
hobbled by prejudices in addition to age. We must
grasp the fact that given the opportunity, youths
have the power to advocate for the change that they
wish to see. It is simply a matter of who and what
our education system chooses to invest in.
3. Recognize and act on the educational value
of activism. We must see the value of organizing,
protesting, and advocacy in an educational context.
Countless times in school I have been told to invest
in things I was passionate about, to practice rhetoric
and organizing strategies, and to apply my passion
and skills to my actual life. But when given the
opportunity to do so, I was told that youth protest
does not spark legitimate change and that activism
distracts from important schoolwork. Educational
institutions must value real-world experiences at
least as much as work inside the classroom.

When I started my own social-justice
campaign, I had a myriad of problems to solve,
from answering emails and phone calls, to
garnering financial support, to convincing
higher-ups that my idea was valuable. Such
experiences allow students to explore not only
what they are interested in, but also learn
real-world skills that schools tend to ignore. If
schools want to foster youth growth, as they
claim, nothing does that better than working for
an important cause.
We must always remember that the most
influential and far-reaching revolutions in modern
history have been largely run and supported by
young people, including people not yet 20. From
the mid-20th-century civil rights movements, to
the Vietnam War protests, to the recent March
for Our Lives movement in the United States and
climate action efforts worldwide, youths have
never shied away from fighting violence and
oppression.
It is up to educators and administrators to use
their privilege and authority as adults to not only
allow students to explore and pursue revolution,
but to support them in the face of challenges.
The most impactful teachers in my life have
stood up to authority to defend my activism. The
adviser of my high school's Women's Club, for
example, constantly engaged with the principal
and school secretaries to clearly communicate our
perspectives.
Make space on your platform for students.
Enfranchise youth voices by being a catalyst
for change within the education system itself.
Encourage youths through opportunity and
genuine follow-through. Respecting youth
activism is not simply about valuing us, but
earnestly believing in the positive change we can
bring about. ■

http://www.edweek.org/go/opinion

Education Week - March 4, 2020

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