انا فخور لسكان البلاد Proud of the People of Egypt

It has been more than two weeks since the advent of the protests in Egypt, yet the gathering of people in Tahrir Square and the strength of their feelings are escalating. The Middle East is entering a New Wave, in which the Y generation is stirring the murky waters of antiquated power. Yet, it is not just the youth - it is everyone who desires to live in 2011, to keep up with the fast changing world, to be part of it. As we can see in Tahrir Square, the faces of the protesters range in age, class and creed - They are Egyptians, and they are demanding to be heard.

It is People's revolution; they are not calling out in the name of Allah or ideology, these people are calling out for their freedom in today's world. The following tweet was posted to the Lede blog in the New York Time's, which brings together a nice montage of reportage from blogs, cellphones images and people's accounts. It is amazing to see the spread of information and imagery via the web, and I feel fortunate that we have access to such a vast array of news sources, unlike the propaganda that is rife on television and news in Egypt.

I love Thomas Friedman's Op-Ed, 'Up With Egypt', here he gives the uprising a sense of hope and humanism.

The Tahrir Square uprising “has nothing to do with left or right,” said Dina Shehata, a researcher at Al-Ahram Center for Political and Strategic Studies. “It is about young people rebelling against a regime that has stifled all channels for their upward mobility. They want to shape their own destiny, and they want social justice”

From the Lede NY Time's blog: Taken with a blackberry this sign, on the Parliament gate reads
'Closed Until Regime is Toppled.'

I am distinctly proud of the protesters of Egypt and feel grateful to bare witness to this important moment in history.

Y-generation

beep bep bob beeb bep beop… Crraaaarrrraarr… Crraaaarrrraarr… Crraaaarrrraarr…

If the seemingly prehistoric sounds of dial-up Internet were a part of your childhood experience – then you are probably part of the Y Generation.

Unlike the X generation, which begins after the baby boomer era and ends in the eighties, 1961-1981, the dates of the Y generation are still debatable. The Y-geners appear to be those born between 1976 and 1996. But, more generally we can say that the Y generations are the first of those to come of age under the flowering of the Internet. That is why they are sometimes referred to as iGen, net generation, Internet generation as well as echo boomers and millenials. What we can be sure of is that this generation has been under the constant influence of technology.

Some have been honing their technological literacy since learning to read. They have literally had the world [wide web] at their fingertips. The world has been in a period of steady, dramatic and accelerated change in the past thirty years; so it wouldn’t be surprising to confirm that this generation is now refashioning what it means to be a ‘twenty-something.’ And they’re in no rush to grow up. The New York Times recently published an article called, ‘What is it about Twenty Somethings?’ which introduced the possibility of a new developmental phase called ‘emerging adulthood,’ a term coined by Psychologist Jeffrey Jensen Arnett, and brought about by the social and economic changes of our time. The article is a well-written exploration on what is means to be an ‘emerging adult’ today, and whether it’s helpful or just a setback to use the twenties as a time of self-discovery and continued dependency. The article was written by a regular New York Times contributor in her 50's.

The articles negotiations between pros and cons illustrate just how little we understand this generation of youth. Come to think of it, do Generation Y-ers understand themselves? It seems they are caught between the conventions and pressures of their parents, and the limitless opportunities of the world today. They are supposed to discover themselves in ways that their parents were never able, but at the same time expected to get the degree, the job, and the family before expiration (a date that is protracting more than ever). The Y generation and the world have changed, but the architecture of our schools and institutions are lagging behind. So, what can we learn from this generation in order to better bridge schooling with the work force, and world? Because, come on, these twenty somethings don’t have the time to mess around – they want to reinvent jobs to work for them.

As a bonafide member of the Y generation and a scholar of ‘21^st century education’ I have a few ideas about who we are and what kind of support we need in order to thrive:

1. More learning outside of the classroom; schools are still operating from an Industrial Revolution style model of learning. What students need is more access to real world relationships, work experiences and relevant pedagogy.

2. Support Youth to take a Gap, or Bridge Year ; Princeton is at the forefront of this movement in America, encouraging prospective students to apply and then take a year ‘on’ of public service. This gives youth the support they need to engage in self-discovery, volunteer, as well as ensuring continuation in school.

3. Beyond-the-office training; How much work is really performed during office hours? How much money and management is needed in order to monitor how many times people check their facebook accounts on the job? This generation doesn’t want to be confined to offices, professional attire or the 9-5 nightmare. So how can we reinvent the wheel? We need more a innovative approach to work… How to guides on thriving as a freelancer, entrepreneur and actor in the 21^st century workforce.

4. Capitalize on Capitalism; the NGO trend is a swing in the right direction, however, people working for them are often burnt out and underpaid. Social entrepreneurship is the way forward, and the Y generation is at the helm. People are much more likely to give money when there is a cause attached (see cause and cone marketing). Enterprise redesigned.

5. More cross-cultural/inter-generational interface; One of the major issues of our era is the growing gaps between rich and poor, cultures, and generations. As the world is changing at ever accelerating rates more efforts must be made to foster dialogue between civilizations (see dialogue among civilizations). Using technology in schools to promote discourse between students around the world is one way of cultivating global competence (see Global Nomads Group).

6. Environmental and Social Responsibility; The eighties and nineties commenced a period of exposure to global crisis unlike ever before. New media started to uncover war, famine, genocide, and environmental degradation, in ways that make it impossible to turn a blind eye. This generation has a unprecedented responsibility, and if they haven't realized it, or are too overwhelmed with information - some real focus and guidance is needed.

7. The willingness to change; If we want to continue to be competitive in the global economy we must take action to change the architecture of old systems. The future of our success may not greatly resemble structures of the past. The Y-generation is not willing to go along with outmoded ways of working and living - and that should be OK.

We are constantly learning how to adapt and integrate news ways of doing in the 21^st century. The Y generation is still emerging on the scene with their gadgets and an epoch-making sense of autonomy. Rather than trying to hold on to convention, and ideas of what it means to ‘grow up,’ let’s nurture the sense of immeasurable options that youth feel today. Take the advice of Ken Robinson, the author of ‘The Element’ who writes,

“My contention is that creativity now is as important in education as literacy, and we should treat it with the same status.”

So, with the last wave of the Y-generation entering college it would be a good time to put trust in evolving the new technology they are already so intimate with. As well as creating opportunities to bring innovation into the academic methodology – such as cultivating the skills that employers are looking for; innovation, self-starter attitudes and experience – all of which comes from direct work and experience in the world. The Y-generation may be seemingly gradual in reaching adulthood, but personal evolution in the twenties may be a step toward unlocking human potential in our era. So let’s be kind to the Y-generation, in a world of constant growth and flux, they’re still getting to know themselves.

Sometimes, the Y generation is even known as Generation, 'Why'? for the ways they are shaking up notions of workforce. Often met with an attitude of skepticism by older generations, this era of youth and their inclination to query and taking their time should be treated with heed - the importance of questioning obsolete conventions may be a step forward in building ones that work.

-Rebecca Thom

Edutopia - there IS such a place

Education has several root words, educare; to draw out from within, rear, or educere; to lead.
Topia; a place, it differs from Utopia - which derives from ou+topos, or 'no place.'

In 1991 The George Lucas Educational Foundation founded an online fountain of resources for educators. The website, edutopia, designs and distributes content across multiple media platforms. It is now a flourishing harbor of online dialogue, sharing and innovation across educational spheres.

It is an example of motion towards 21st century education.


Why? Because it is offering a place where educators can feel a sense of community and support in pioneering new methods and inspired ways of engaging students today. The architecture of schools and classrooms needs restructuring in order to be pertinent to both students and teachers. The old models are not working. In education and economics, the United States is gradually being overshadowed by other nation's supremacy. This is a call to action. Obama too is insisting that teachers across America rise to the occasion and become masters in their field.

In his address to the National Urban League last week Obama said,

“Our goal isn’t to fire or admonish teachers,”

Rather, he said the “Race to the Top” program, which provides additional federal funds to local schools that meet administration standards — and a companion effort to overhaul the nation’s 5,000 worst schools — were ultimately aimed at giving good teachers higher salaries, more support, from supplies to smaller classes, and more training to provide them with career opportunities and financial rewards. About $4 billion is being invested in each initiative.

“All I’m asking in return, as a president and as a parent,” Mr. Obama continued, “is a measure of accountability. Surely we can agree that even as we applaud teachers for their hard work, we need to make sure they’re delivering results in the classroom. If they’re not, let’s work with them to help them be more effective. And if that fails, let’s find the right teacher for that classroom. (NYT's article)”

He then went on to explain that this is very different from the Bush legacy of 'No Child Left Behind,' which commenced a sort of punishment or failure policy for schools. Obama said the Federal government will be working with the entire community. I agree that the education debate must become more of a community affair. Teachers have too long experienced a sense of isolation and lack of support.

It is encouraging that George Lucas is using his advanced post in the media world for educational evolution. I believe that more of us, across disciplines, can cross the threshold. Education is not just for teachers and students. It is for our collective future. The more involvement at a community level, the more advancement in schools. So, even if you aren't a teacher, maybe check out edutopia and start dialoguing, sharing and promoting 21st century education in schools. It starts with educating ourselves.

In Paris, a daily paper for kids

'Daily Paper for kids Defies the Digital' -Paris Journal in the NYT's

To me, there is still a distinct difference between reading a book or the paper, compared to getting news on the computer, ipad, or iphone. It may be environmentally sound, yet, the tangibility of getting world news on paper is irreplaceable. And so what about the present generation of youth? Will they not know the sense of empowerment that is possible from browsing the daily paper?

In Paris, François Dufour, a successful entrepreneur in the field of education founded 'Mon Quotidien,' or My Daily, a newspaper for 10-14 year olds. The newspaper was started in 1995, and within three years circulation had reached over 50,000 copies. The paper's success allowed them to branch out with two more papers, one for 7-10 year-olds and another for 14-17 year-olds. There are a few full time adult staff, but everyday a group of preadolescents sit around a table and discuss content. The paper boasts interesting, quirky, and positive happenings that both appeal to and inspire youth. It also has games, cartoons and headlines.

There is something very clever and unique about this approach in our specific era. The fact that youth are being engaged in the formation of the daily paper means that it will be relevant to the targeted audience. Also, too many youth in too many nations are not participating in civic affairs and therefore are not developing a sense of responsibility or stake in global matters. We cannot afford to have uninformed citizens anymore. So I applaud François in using the money he made in the early 90's in such an encouraging way. Although numbers of French citizens who buy newspapers is diminishing, it seems that parents still value the substance of a good paper for their kids. Ah bon!

Don't forget to bring your visa to school

"Three decades after the Supreme Court ruled that immigration violations cannot be used as a basis to deny children equal access to a public school education, one in five school districts in New York State is routinely requiring a child’s immigration papers as a prerequisite to enrollment, or asking parents for information that only lawful immigrants can provide."

- New York Times, 7/22/10

The United States has the greatest number of immigrants worldwide, and almost one quarter of all youth are of immigrant origin. The stories of these individuals cannot be translated in simple terms, immigration is a family affair that webs with complex and sometimes traumatic turns. Children are the veritable fruit borne of immigration, says Marcelo and Carola Suarez-Orozco, NYU professors of Immigration. Children are often the driving force behind a parent's choice to immigrate, they take on responsibilities in the new country, and all too often are tragically separated from their families.

"What are the consequences of this systemic wreckage on the lives of children?"

The reality of Immigration in the United States is a crisis. Suarez-Orozco, in their Huffington Post blog, define the system as 'broken.' And Carola Suarez-Orozco goes on to describe the kind of psychological affects this broken system has on the lives of children. In the United States there are 11 or 12 million undocumented immigrants, the sheer proportion of this number elucidates a great breach in our system.

"They unmask a policy architecture that is at once misaligned with the realities of global migration and plagued by unclear, contradictory, and unrealistic objectives. The result is an immigration system largely irrelevant to any rational labor market objectives, the integrity of the family, the vicissitudes of labor and business, and the requirements of citizenship and social cohesion in the 21st Century."

The issue of immigration has for too long been steeped with misinformation and irrelevance. The fact that children are potentially being deprived of their right to education is unconstitutional. In anticipation of Federal Immigration Reform many States have passed their own initiatives; some of these, like the Visa requirement in schools in NY state are a perpetuation of racial profiling and discrimination. Rather than providing the necessary continuity of schooling, children without proper papers are continuously plagued with fear; Fear of family separation, and the unease of a watchful eye at school.

The immigration debate is one that must be talked about in classrooms. Children and teachers need to be prepared to face and unpack the reality of immigration today. Almost one quarter (16 million) of youth in the U.S. are of immigrant origin - And it is predicted that over 1 third of youth in 2040 will be of immigrant households (Suarez-Orozco). So, how are we fitting this reality into the picture? Both our schools and policy need dramatic restructuring.

Kampala Bombings, Global Problem

The Kampala bombings are not necessarily an American issue at this time, but the incident represents a global problem and could use a more attentive eye from the world.

An 18 year old American from PA who was injured in the bombings. See full article in the NYTs.

Again, conflict strikes in the Great Lakes region of East Africa. This time seemingly surrounding the World Cup festivities in Kampala, Uganda. Yet, it didn't take long for fundamental Islamist group, the Shababs, to claim responsibility for the suicide bombs that killed 70 and wounded countless more.

Kron and Ibrahim's New York Times article today chimed a familiar story with global reach. The Terrorist group may originate in Somalia, the war torn country that has been without stable government for 20 years. Both Uganda and Burundi have received terrorist threats from the Shababs for their alliance with the African Union in their efforts to secure the Somali region. Though the majority of Somalis are peaceful, the article warned against a pattern of Somali-American immigrants and refugees and their fragility to joining forces with terrorist groups.

Terrorism that lives and trains in America or travels to Uganda represents the deterritorialized reach of fundamentalist movements. Thus, it should also reminds us of the issue of inclusion here in America. Are we creating a nation that involves all of its people? Do minority populations have a voice? Dialogue is needed.

I feel like this article could offer a potent classroom discussion; It engages the breadth of globalization as well as conflict, international intervention, terrorist networks, immigration and social inclusion.