<?xml version="1.0" encoding="UTF-8"?>
 <rdf:RDF xmlns="http://purl.org/rss/1.0/" xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#" xmlns:content="http://purl.org/rss/1.0/modules/content/" xmlns:taxo="http://purl.org/rss/1.0/modules/taxonomy/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:cc="http://web.resource.org/cc/" xmlns:syn="http://purl.org/rss/1.0/modules/syndication/" xmlns:admin="http://webns.net/mvcb/">
  <channel rdf:about="http://pinboard.in">
    <title>Pinboard (robertogreco)</title>
    <link>https://pinboard.in/u:robertogreco/public/</link>
    <description>recent bookmarks from robertogreco</description>
    <items>
      <rdf:Seq>	<rdf:li rdf:resource="https://www.youtube.com/watch?v=tU1U6VXLw2Y"/>
	<rdf:li rdf:resource="https://www.chronicle.com/article/my-students-cant-read"/>
	<rdf:li rdf:resource="https://www.sfexaminer.com/news/community/coastal-commission-grant-funds-new-sf-ymca-nature-program/article_6be65603-07b8-4d14-9d23-779a12586d5f.html"/>
	<rdf:li rdf:resource="https://www.nytimes.com/2026/06/04/us/social-media-schools.html"/>
	<rdf:li rdf:resource="https://aeon.co/essays/children-need-stress-and-discomfort-in-order-to-grow-up"/>
	<rdf:li rdf:resource="https://2ndbreakfast.audreywatters.com/miseducative-experiences/"/>
	<rdf:li rdf:resource="https://www.christianitytoday.com/2026/03/whats-the-point-of-education-in-an-age-of-ai/"/>
	<rdf:li rdf:resource="https://www.youtube.com/watch?v=2yVJffNplJc"/>
	<rdf:li rdf:resource="https://www.lrb.co.uk/the-paper/v31/n03/adam-phillips/in-praise-of-difficult-children"/>
	<rdf:li rdf:resource="https://www.hcn.org/issues/57-11/heavy-metal-is-healing-teens-on-the-blackfeet-nation/"/>
	<rdf:li rdf:resource="https://www.smithsonianmag.com/history/newly-declassified-records-suggest-parents-collaborated-with-the-fbi-to-spy-on-their-rebellious-teens-during-the-1960s-180987694/?is_pocket=1"/>
	<rdf:li rdf:resource="https://vashetc.com/supporters/posts/168986"/>
	<rdf:li rdf:resource="https://www.sfexaminer.com/news/technology/study-shows-students-using-ai-alarming-school-communities/article_bce7fdc2-1a37-49d1-a32a-ee8f1fe2548e.html"/>
	<rdf:li rdf:resource="https://www.sfchronicle.com/projects/2025/bay-area-youth-summer/"/>
	<rdf:li rdf:resource="https://www.bbc.com/future/article/20220124-why-teens-arent-what-they-used-to-be"/>
	<rdf:li rdf:resource="https://sfstandard.com/2025/07/26/san-francisco-is-a-car-city-now-sorry/"/>
	<rdf:li rdf:resource="https://www.newyorker.com/magazine/2025/07/07/how-we-grow-up-understanding-adolescence-matt-richtel-book-review"/>
	<rdf:li rdf:resource="https://www.youtube.com/watch?v=qQUs8cNmDOI"/>
	<rdf:li rdf:resource="https://www.wnep.com/article/news/investigations/action-16/kids-for-cash-the-new-crisis/kids-for-cash-judge-has-sentence-commuted-by-president-biden-pennsylvania/523-1be56573-6940-4e45-8daa-5a03abd67464"/>
	<rdf:li rdf:resource="https://missionlocal.org/2024/11/california-academy-of-sciences-cuts-youth-program-after-teens-show-solidarity-with-union/"/>
	<rdf:li rdf:resource="https://www.publicbooks.org/breaking-the-cycle-laurence-ralph-on-sito-an-american-teenager-and-the-city-that-failed-him/"/>
	<rdf:li rdf:resource="https://psyche.co/ideas/why-teenagers-are-deliberately-seeking-brain-rot-on-tiktok"/>
	<rdf:li rdf:resource="https://torment-nexus.mathewingram.com/the-moral-panic-over-social-media-and-teen-depression/"/>
	<rdf:li rdf:resource="https://www.youtube.com/watch?v=rzYvK-GwMCg"/>
	<rdf:li rdf:resource="https://thereader.mitpress.mit.edu/being-good-parents-means-having-hard-conversations/"/>
	<rdf:li rdf:resource="https://www.railgoods.com/poetry-book.html"/>
	<rdf:li rdf:resource="https://www.thecut.com/article/phones-teens-screentime-restrictions-jonathan-haidt.html"/>
	<rdf:li rdf:resource="https://theconversation.com/how-teens-benefit-from-being-able-to-read-disturbing-books-that-some-want-to-ban-223533"/>
	<rdf:li rdf:resource="https://elhilo.audio/podcast/apuestas-online-argentina/"/>
	<rdf:li rdf:resource="https://www.youtube.com/watch?v=fKv1Mixv0Hk"/>
	<rdf:li rdf:resource="https://www.youtube.com/watch?v=mOBqOP5XfR0"/>
	<rdf:li rdf:resource="https://www.youtube.com/watch?v=9egyxp5n4N4"/>
	<rdf:li rdf:resource="https://mattwolf.info/Teenage"/>
	<rdf:li rdf:resource="https://theanarchistlibrary.org/library/kevin-carson-commodified-rebellion-for-the-wage-slave"/>
	<rdf:li rdf:resource="https://www.youtube.com/watch?v=pdQDYc-Kf0g"/>
	<rdf:li rdf:resource="https://www.akpress.org/trust-kids.html"/>
	<rdf:li rdf:resource="https://newpublic.org/article/1654/gen-z-refuses-to-be-locked-in"/>
	<rdf:li rdf:resource="https://www.wsj.com/articles/the-facebook-files-11631713039"/>
	<rdf:li rdf:resource="https://www.youtube.com/watch?v=Po8-5Kdsf0c"/>
	<rdf:li rdf:resource="https://chia.dev/fifteen/parti.html"/>
	<rdf:li rdf:resource="https://raisingfreepeople.com/193/"/>
	<rdf:li rdf:resource="https://anarchiststudies.noblogs.org/article-a-need-for-more-room-notes-on-colin-wards-ungovernable-urbanism/"/>
	<rdf:li rdf:resource="https://www.nytimes.com/2020/08/10/opinion/coronavirus-school-closures.html"/>
	<rdf:li rdf:resource="https://www.internationalcongressofyouthvoices.com/"/>
	<rdf:li rdf:resource="https://www.chapter510.org/"/>
	<rdf:li rdf:resource="https://www.youtube.com/watch?v=ntW0M54PW6M"/>
	<rdf:li rdf:resource="https://www.theatlantic.com/family/archive/2020/01/friendship-crucial-adolescent-brain/605638/"/>
	<rdf:li rdf:resource="https://www.theatlantic.com/science/archive/2019/09/why-greta-wins/598612/"/>
	<rdf:li rdf:resource="https://www.kqed.org/arts/13865613/sealed-for-10-years-an-excelsior-butcher-shop-becomes-a-vibrant-teen-art-space"/>
	<rdf:li rdf:resource="https://twitter.com/AJEnglish/status/1162309436612009984"/>
	<rdf:li rdf:resource="https://www.newyorker.com/books/page-turner/on-a-sunbeam-the-sci-fi-comic-that-reimagines-utopia"/>
	<rdf:li rdf:resource="http://www.ascd.org/ascd-express/vol14/num26/heres-what-teens-say-they-need.aspx"/>
	<rdf:li rdf:resource="https://www.newyorker.com/news/daily-comment/the-uncanny-power-of-greta-thunbergs-climate-change-rhetoric"/>
	<rdf:li rdf:resource="https://www.greatbigstory.com/stories/the-brave-young-activist"/>
	<rdf:li rdf:resource="https://www.theguardian.com/music/2019/mar/29/be-urself-meet-the-teens-creating-a-generation-gap-in-music"/>
	<rdf:li rdf:resource="https://www.socialanimalsfilm.com/"/>
	<rdf:li rdf:resource="https://www.theringer.com/features/2019/1/22/18192071/california-high-school-football-future-politics"/>
	<rdf:li rdf:resource="https://hackeducation.com/2018/12/18/top-ed-tech-trends-stories"/>
	<rdf:li rdf:resource="https://architecture.mit.edu/computation/lecture/playing-city-building"/>
	<rdf:li rdf:resource="https://shass.mit.edu/news/election-insights-2018-jennifer-light-social-media-and-youth-political-engagement"/>
	<rdf:li rdf:resource="https://www.longviewoneducation.org/dr-michelle-fine-on-willful-subjectivity-and-strong-objectivity-in-education-research/"/>
	<rdf:li rdf:resource="https://www.nytimes.com/2018/10/30/learning/36-teenagers-show-us-their-generation.html"/>
	<rdf:li rdf:resource="https://www.newyorker.com/culture/the-front-row/minding-the-gap-reviewed-a-self-questioning-documentary-about-what-happened-to-a-group-of-young-skaters"/>
	<rdf:li rdf:resource="https://nofilmschool.com/2018/08/minding-gap-bing-liu-interview"/>
	<rdf:li rdf:resource="https://filmmakermagazine.com/105737-i-had-a-moral-crisis-bing-liu-on-minding-the-gap-personal-doc-voiceovers-and-cycles-of-abuse/#.W8i8by-ZMWo"/>
	<rdf:li rdf:resource="http://time.com/5400566/cdc-mortality-report/"/>
	<rdf:li rdf:resource="https://www.instagram.com/p/BnMSx0GF3tA/?saved-by=robertogreco"/>
	<rdf:li rdf:resource="https://twitter.com/CarlaShalaby/status/1033450332188299264"/>
	<rdf:li rdf:resource="https://www.mindingthegapfilm.com/"/>
	<rdf:li rdf:resource="https://harpers.org/archive/2015/04/abolish-high-school/"/>
      </rdf:Seq>
    </items>
  </channel><item rdf:about="https://www.youtube.com/watch?v=tU1U6VXLw2Y">
    <title>Come funziona la scuola in Cina - YouTube</title>
    <dc:date>2026-06-09T07:23:54+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=tU1U6VXLw2Y</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["La scuola in Cina è un tema molto discusso e ancora oggi i cinesi hanno un'idea molto radicata: quella che fin dall’antico sistema imperiale degli esami fino al moderno gaokao (l'esame di ammissione all'università), lo studio rappresenti l’unica via legittima per migliorare il proprio status. Ma oggi il governo sta tentando di modificare questo approccio, a causa di nuove esigenze del proprio sistema produttivo.

Fonti: Why is China’s gruelling gaokao college entrance exam so tough? - South China Morning Post - 31 maggio 2025"]]></description>
<dc:subject>china schools schooling gaokao tests testing standardizedtesting meritocracy pedagogy childhood teens adolescence anxity stress education hukou culture history linxiaoying excellence talent youth equality inequality simonepieranni zhongkao exams society socialselection universities colleges highered highereducation status technology science juzhuzheng urbanization residency socialmobility humancapital labor shehuizhili governance government wangtongban migration success middleclass disparity stratification survival</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:c9b8a784f1bb/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:china"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schools"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:gaokao"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:tests"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:testing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:standardizedtesting"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:meritocracy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:pedagogy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:childhood"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:adolescence"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:anxity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:stress"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:hukou"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:culture"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:history"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:linxiaoying"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:excellence"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:talent"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:equality"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:inequality"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:simonepieranni"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:zhongkao"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:exams"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:society"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:socialselection"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:universities"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:colleges"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:highered"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:highereducation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:status"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:technology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:science"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:juzhuzheng"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:urbanization"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:residency"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:socialmobility"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:humancapital"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:labor"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:shehuizhili"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:governance"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:government"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:wangtongban"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:migration"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:success"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:middleclass"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:disparity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:stratification"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:survival"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.chronicle.com/article/my-students-cant-read">
    <title>Opinion | My Students Can’t Read</title>
    <dc:date>2026-06-09T07:17:42+00:00</dc:date>
    <link>https://www.chronicle.com/article/my-students-cant-read</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The generational collapse in literacy is measurable, persistent, and likely to get worse."

[archived:
https://archive.is/WvW1F ]

"Six weeks into the term, I assigned my rhetoric and writing students a 20-page article. It was the same length I had assigned for five years and the same length I had read without complaint as an undergraduate a decade ago. Not one student finished it.

When I asked why, a student answered honestly: It was too long, and she kept losing track of what the paper was about. This was not a remedial class: These were students who had cleared the admissions process and written essays good enough to get them here. Yet a routine academic reading assignment had defeated them.

Every generation of professors has complained that their students cannot read. The lament is usually overblown, but data have caught up to anecdote, and what I am seeing in my classroom is no longer a hunch. There is a measurable, generational collapse in sustained reading and writing, and the academy is responding to it with improvisation and exhaustion rather than the structural overhaul it requires.

In February 2024, Adam Kotsko, who teaches in the Shimer Great Books School at North Central College, wrote in Slate that students who once handled 30 pages of reading per class meeting now seem “intimidated by anything over 10 pages and seem to walk away from readings of as little as 20 pages with no real understanding.” Crucially, he added that this is “not a matter of laziness on the part of the students” but of underlying skills they were never given a chance to build.

The Chronicle of Higher Education’s 2024 investigation found the same pattern across institutions as different as the Stevens Institute of Technology and Wellesley College, where the average SAT exceeds 1400. Nicholaus Gutierrez, an assistant professor at Wellesley, told The Chronicle that the baseline for what students consider a reasonable amount of work has dropped so noticeably that he has cut his readings accordingly; a 750-word essay now strikes many students as long. At Stevens, the science and technology studies associate professor Theresa MacPhail described following the mantra of “meet your students where they are” for so long that she has begun to feel “like a cruise director organizing games of shuffleboard.”

Worse, the national data tell the same story in colder language. On the 2011 National Assessment of Educational Progress (NAEP) writing assessment, which is the most recent comprehensive writing benchmark, only 24 percent of 12th graders reached the Proficient level, and just 3 percent reached Advanced; another 21 percent scored below Basic. The reading side of the ledger is worse, and getting worse fast: The 2024 NAEP results released in September 2025 show 12th-grade reading scores at the lowest level recorded since the assessment began in 1992. Thirty-two percent of 12th graders now score below NAEP Basic in reading, meaning that, in the assessment’s own language, they likely “cannot draw general conclusions based on concepts presented explicitly in a text.” And yet more than half of these same seniors reported being accepted to a four-year college. That last sentence is the whole problem in one line: We are admitting a cohort that cannot read at a college level and are pretending otherwise.

Why is this happening? One reason, of course, is smartphones.

I came into teaching as a skeptic of the anti-smartphone argument: I had a phone in my pocket throughout high school and college in the 2010s, and I read long books anyway. I now think I was wrong, because the neuroscience has caught up. In a 2017 paper, Adrian F. Ward and colleagues at the University of Texas at Austin’s McCombs School of Business showed that the mere presence of a participant’s smartphone — whether that be face down, powered off, untouched, or across the desk out of vision — measurably reduces available working memory and fluid intelligence on cognitive tests, with the largest effects on the most phone-dependent users. A 2022 study by Motoyasu Honma and colleagues at Japan’s Showa University used near-infrared spectroscopy to compare reading on a smartphone with reading the same passage on paper, and found that smartphone reading produced overactivity in the prefrontal cortex, suppressed sigh generation, and led to general lower comprehension scores; the authors argued that the sigh inhibition and prefrontal overload were causally linked to the comprehension decline.

So when a student tells me they “kept losing track” of a 20-page article, I have to acknowledge that they may be describing a measurable neurological condition. The neural pathways that support sustained attention are built by use, and they atrophy without it. Your body is a use-it-or-lose-it system, and the brain is no exception.

Another reason for the decline in student reading capability is increasing reliance on generative AI. In June 2025, Nataliya Kosmyna and colleagues at the MIT Media Lab released a preprint titled “Your Brain on ChatGPT.” They divided 54 participants into three groups writing SAT-style essays — one using ChatGPT, the second group using a search engine, the last group using nothing — and monitored brain activity with a 32-channel EEG. The ChatGPT group showed the lowest neural connectivity of the three, with up to 55 percent reduced connectivity compared with the brain-only group, and “consistently underperformed at neural, linguistic, and behavioral levels.” Eighty-three percent of LLM users could not quote a single line from essays they had written minutes earlier. When the LLM group was forced to write without AI in a follow-up session, their brain activity did not bounce back to baseline; the researchers coined the term “cognitive debt” for the lingering deficit.

This is the first neurophysiological evidence that early reliance on LLMs measurably alters the brain’s engagement with writing tasks, and it is consistent with what those of us in front of classrooms are watching happen in real time. When I assign analysis, I am not trying to extract a polished product; I am trying to put the student’s mind through resistance in order to make it stronger. Offloading the struggle to a chatbot does not “free students up for higher-order work.” It deprives them of building the strength to do any substantial cognitive work at all.

There is a final factor that is contributing to this decline in reading skills, and that is that the students arriving in my classroom today are the first cohort to have experienced Common Core-influenced reading instruction across the entirety of their K–12 schooling. Whatever the standards’ original intent, the on-the-ground implementation in many districts replaced sustained reading with the practice of pulling “evidence” from disconnected short passages, the same format used on the standardized tests that increasingly determine school funding. The education scholar Natalie Wexler, among others, has documented this pivot in detail: Students drilled on “finding the main idea” in two-paragraph excerpts never build the stamina or background knowledge that longform reading requires. The pandemic then added fuel to a fire that was already burning. NAEP scores for 13-year-olds dropped sharply in 2022 and have not recovered. A 2023 EdWeek survey found that 24 percent of secondary-school administrators described pandemic learning loss in English and language arts as “severe or very severe.”

In July 2025, the journalist Mary Harrington argued in The New York Times that “thinking is becoming a luxury good.” The ability to read deeply and reason at length is fragmenting along class lines as ultra-processed digital media replaces text in everyday life, much as ultra-processed food has replaced cooking. Her longer treatment of the subject in First Things makes the more provocative case that we are witnessing the end of print culture itself, and with it the end of the cognitive substrate on which modern liberal democracy was built.

I see this stratification in the classroom and on the page every week. My students from districts that protected sustained reading through small class sizes, strict phone policies, and faculty who refused to teach to the test all arrive with their attention relatively intact. My students from districts that surrendered to devices and standardized testing arrive cognitively winded. A democracy that requires a literate electorate is now training one fraction of that electorate out of literacy while marketing to the other a “deep work” lifestyle as a luxury good. The students who cannot read a 20-page article today are the voters who will not be able to read a bill, or the jurors who cannot follow a closing argument, tomorro

I do what I can in my own classroom to address the problems. I break 20-page articles into two halves and assign the first half with explicit analytical tasks. I require exploratory writing before formal drafts. I model (visibly, on the board) how to track an argument across pages or distinguish a source’s claim from my own analysis. I make structured peer review explicit, because the workshop format I used to take for granted now collapses into “this is good” and “maybe add more details” the moment I step back.

But I want to be plain about the limits of what an individual instructor can do, and all of these solutions have costs. Scaffolding a 20-page article into halves compromises the integrity of the argument I am asking students to engage, just as modeling note-taking in a credit-bearing rhetoric course is using a college slot to teach a middle-school skill. None of the syllabi I teach are designed to deliver this type of cognitive rehabilitation, and pretending otherwise has produced credential inflation. We cannot keep conferring degrees on students who cannot do what the degree is supposed to certify.

I’m afraid I don’t have answers. I do, however, have some questions that may point us in the right direction. If higher education is going to respond to the reading crisis as a structural problem rather than a private burden carried by composition instructors and adjuncts, it has to stop avoiding the following questions: If a majority of incoming students cannot read at a level the curriculum requires, are we admitting students we cannot serve, or offering a curriculum we cannot provide?

Why are first-year writing and reading-intensive general-education courses still the most adjunctified, lowest-paid, highest-load corner of the university, at the precise moment when their work has become the most important work the institution does? What is the responsible institutional response for AI usage: Is it a syllabus statement, or a sequencing principle that requires students to demonstrate the cognitive work themselves before AI assistance is permitted?

Why are most college classrooms still phone-permissive by default? K–12 districts from Florida to California are now banning phones bell to bell; higher education has somehow lagged behind the public schools. Universities benefit from a pipeline they did not build and refuse to repair. What would it mean for a university system to invest seriously in the reading instruction happening in the high schools that feed it, rather than treating remediation as something to be quietly outsourced to first-year composition instructors?

The thing I am no longer willing to do is pretend this is a temporary adjustment period, or that “students will adapt.” They will not adapt on their own. The conditions that produced this collapse are still in place: the phones, the algorithmic feeds, the test-prep excerpts, staffing models that load the reading-intensive work onto the most precarious faculty, and now the chatbots that finish students’ sentences before they’ve even begun to think of them. If we want literate citizens, we will have to rebuild the conditions for literacy deliberately, against the grain of every incentive currently pointed the other way. I know the academy has the will to do that. It also has the obligation."]]></description>
<dc:subject>tylerjagt reading education highered highereducation colleges universities ai artificialintelligence academia attention teens literacy smartphones research society 2026 chatbots llms chatgpt thinking howwethink howweread</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:5539612f7925/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:tylerjagt"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:reading"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:highered"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:highereducation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:colleges"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:universities"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:ai"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:artificialintelligence"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:academia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:attention"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:literacy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:smartphones"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:research"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:society"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2026"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:chatbots"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:llms"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:chatgpt"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:thinking"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howwethink"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howweread"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.sfexaminer.com/news/community/coastal-commission-grant-funds-new-sf-ymca-nature-program/article_6be65603-07b8-4d14-9d23-779a12586d5f.html">
    <title>Coastal Commission grant funds new SF YMCA nature program | Community | sfexaminer.com</title>
    <dc:date>2026-06-05T06:16:38+00:00</dc:date>
    <link>https://www.sfexaminer.com/news/community/coastal-commission-grant-funds-new-sf-ymca-nature-program/article_6be65603-07b8-4d14-9d23-779a12586d5f.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The YMCA of Greater San Francisco said it will use thousands of dollars in state-grant money to launch an outdoor-exploration program beginning this fall, that will connect residents across different neighborhoods and generations

The nonprofit announced last month that it received a yearlong $50,000 grant from the California Coastal Commission to implement its new program, Waves of Wisdom: Intergenerational Coastal Stewards.

The first cohort of the new 14-week program will meet this October, bringing together youths from the Bayview-Hunters Point YMCA and active older adults from the Mission YMCA. 

As part of the debuting program, participants will engage in coastal ecology and nature-based learning activities. The YMCA said Waves of Wisdom will let young San Franciscans build leadership, facilitation and environmental-education skills, while older adults will get to engage in the accessible exploration of beaches, wetlands, tide pools and shoreline habitats.

The Coastal Commission’s Whale Tail Grant program funds projects that connect residents to the state’s coast and its watersheds, with focuses on education, stewardship and outdoor experiences. 

YMCA COO Erin Clark said the program is being designed “around the idea that nature can be a powerful bridge between people.”

Waves of Wisdom will bring members to the Presidio, where they will explore coastal areas within the national-park site. 

The yearlong grant, which takes effect in August, will fund two 14-week cohorts, the second of which will meet in the spring. YMCA employees said they hope the program will benefit participants by strengthening their community bonds, reducing social isolation and enhancing their overall well-being through cross-generational connections.

The youths from Bayview-Hunters Point will come from the workforce-development program at Burton Academic High School. As part of Waves of Wisdom, the students will participate in a naturalist-in-training program that will offer instruction on becoming certified nature specialists.

Youths in the program will also meet with older adults at the Mission YMCA. Together, each cohort will go on three field trips to coastal locations and participate in activities that include birdwatching, shared meals, nature walks and ecological observations.

Donna Glass, the YMCA’s senior director of brand communications, said most students in Burton High’s workforce-development program receive stipends for their work. Money from the Whale Tail grant doesn’t cover that amount, so the YMCA is actively raising money to fund the $599-per-student stipend. Those interested in supporting student stipends can contact the Presidio YMCA, Glass said.

Jessica Lie, an analyst in the Coastal Commission’s grants and education program who served as the primary coordinator for this year’s grant program, said that it is “incredibly exciting to support organizations doing the on-the-ground work of connecting communities with their California coast.”

Glass said the youths eligible for the program tend to lack access to outdoor activities, while the older adults tend to be underrepresented. 

As part of this grant cycle, the Coastal Commission partnered with the Ocean Protection Council to help fund the program. Funds also came from California Climate Investments, which supports projects that reduce emissions, strengthen local economies and improve public health and the environment, especially in disadvantaged communities.

In a statement, Coastal Commission Public Education Program Manager Annie Kohut Frankel said interest from applicants showed her colleagues that “there’s clearly an overwhelming need for this funding.”

Every time the first cohort of students gather together later this year, Clark said, participants will be entering into an environment where they gain more knowledge of nature and also “learn from each other.”

“It’s a beautiful example of how the YMCA creates belonging and connection, all within one of the most extraordinary landscapes in the world,” Clark said."]]></description>
<dc:subject>sanfrancisco youth ymca summer outdoors teens adolescence nature 2026 bayview hunterspoint intergenerational</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:abef9b3067aa/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:sanfrancisco"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:ymca"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:summer"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:outdoors"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:adolescence"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:nature"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2026"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:bayview"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:hunterspoint"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:intergenerational"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.nytimes.com/2026/06/04/us/social-media-schools.html">
    <title>‘Teachers Are Going to Hate It’: How Social Media Apps Hooked Teens at School - The New York Times</title>
    <dc:date>2026-06-05T05:37:40+00:00</dc:date>
    <link>https://www.nytimes.com/2026/06/04/us/social-media-schools.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Internal documents show how tech giants grabbed children’s attention throughout the day, a strategy that schools say has undermined education."

[archived:
https://archive.is/ijKtV ]

"Snapchat sent phone alerts to adolescents during school hours, urging them to share what was going on in their classrooms.

Meta paid “teen ambassadors” to promote Instagram and hand out swag to their friends at school.

TikTok gave the National PTA millions of dollars, in part to throw school events about online safety and provide favorable comments to journalists.

Again and again, the world’s leading social media companies have targeted students, even as complaints have mounted that they are hurting teenagers’ mental health and academic performance, according to a New York Times review of internal documents that lay bare for the first time these tactics to hook young users.

The documents emerged from lawsuits filed by more than 1,400 school districts against Meta, Snap, TikTok and YouTube amid a rising backlash against social media, with parent movements and best-selling books blaming the platforms for loneliness, bullying, eating disorders and sexual exploitation.

The outcry, long focused on social media’s harm to mental health, has now shifted to its upending of the classroom. Many school districts are banning smartphones, and some are re-evaluating their reliance on devices like Chromebooks, the inexpensive laptops made by YouTube’s parent company, Google.

The companies’ push to keep children glued to their screens has overshadowed concerns from parents, teachers and even their own trust and safety teams about interfering with school, according to the documents and interviews with dozens of parents, teachers and former tech company employees.

TikTok’s leaders decided not to disable notifications during school hours, rejecting a change that its safety teams had pushed for years. A Snapchat strategy document referred to classroom phone use as “under the desk” time. Google managers knew YouTube was recommending videos to students during the school day that had nothing to do with their lessons.

The school districts contend that the apps’ addictive designs made teachers’ jobs more difficult. “It is so constantly tempting to these kids to be on a platform that promises endless, infinite, varied entertainment rather than actually focusing on what they should be at school to do,” said Previn Warren, one of the lead lawyers for the schools.

The companies argue that the Covid pandemic and other factors have harmed adolescents’ mental health, and that parents, schools and cellphone makers bear responsibility for children’s phone habits. They also say that they have made their platforms safer with parental-control features and account restrictions for minors.

All four companies recently settled with Breathitt County Schools, a small district in rural Kentucky that served as a test case for the litigation nationwide. The district, which has about 1,500 students, had sought $3 million in damages and about $60 million that it had planned to put toward a long-term education and mental health plan. The companies agreed to pay Breathitt $27 million: $9 million from Meta, $8 million each from Snap and TikTok and $2 million from Google, according to documents released on Friday and first reported by Bloomberg.

While it’s hard to say how the ongoing litigation might ultimately affect classrooms, it poses a substantial financial risk to the companies, possibly costing billions of dollars, said Alexandra Lahav, a civil litigation professor at Cornell Law School. She noted that the companies were also facing a barrage of claims from families and state attorneys general.

Breathitt was the first of six so-called bellwether cases, whose outcomes are likely to guide the rest. The next plaintiff in line for trial, Tucson Unified School District in Arizona, which has about 40,000 students, is seeking more than $1 billion.

“These are massive, massive lawsuits,” Ms. Lahav said.

Winning with Teens

In the early days of social media, before the industry came under angry public scrutiny, some company leaders were candid about their pursuit of teenagers — a key demographic that they knew could drive the next hit app and yield lifelong users.

In 2012, a few months after the launch of Snapchat, its co-founder Evan Spiegel, then 21, wrote a blog post about feedback he had heard from some of the app’s early users.

“We were thrilled to hear that most of them were high school students who were using Snapchat as a new way to pass notes in class,” Mr. Spiegel wrote, indicating that “peaks of activity” occurred during school hours.

Meta also tried to promote its brand in schools, desperate to keep young users from leaving its flagship apps, Facebook and Instagram, for competitors.

“Winning schools is the way to win with teens,” read an internal document from 2018.
Beginning that year, the company recruited teen ambassadors to “act as our plug at local high schools within five key markets.” The students received branded gear to share, and they earned $45 gift cards for completing monthly challenges, such as posting Instagram video chats with friends.

Leia Immanuel, a former teen ambassador who is now an artist in New York City, said her Instagram followers supported her when she was bullied at school. But she now feels conflicted about the role she played in encouraging other young people to use the platform.

“In recent years I have been rethinking it,” she said. She still feels addicted to posting online and believes it is unhealthy. “I didn’t understand that at 14.”

Meta said its outreach efforts at schools, including the ambassadors program, had largely focused on promoting kindness and soliciting feedback on new products.

“We proudly work with parents, schools, safety organizations and teens themselves to inform safety features,” said Liza Crenshaw, a spokeswoman for Meta. She added that some of the documents produced in the lawsuit represented the ideas of individuals, not the company.

Google employees cited classrooms as a source of long-term customers. A 2020 slide deck said that “investing in schools helps onboard kids into Google’s ecosystem.”

With its Chromebook laptops and software tailored for schools, Google has come to dominate the education technology market over the past 15 years. That business boomed during the pandemic, as many districts provided students with their own devices for remote learning. The majority of U.S. schools now use Google products to teach.

Members of the company’s education department were often excited about products they thought could improve learning, such as affordable laptops and educational YouTube videos, according to court documents and interviews. They worked alongside product managers, however, who were focused on a different upside: increasing YouTube’s viewership.

In one 2015 memo, YouTube employees noted that Saturdays drew 80 million hours’ more watch time than Thursdays, and that “increasing usage in schools M-F could decrease this gap!”

It was clear even back then that YouTube was proving problematic for schools, according to documents first reported by The Wall Street Journal. The company’s education team repeatedly complained that the algorithm often led children into a spiral of unrelated content.

One slide presentation illustrated how this could happen. If someone began a YouTube session with a query about linear equations, the platform would first offer a learning video, the presentation showed. But after that, the algorithm would recommend a Will Ferrell comedy video.

A Google spokesman said the documents were outdated. In 2022, the company released a tool that allows teachers to remove ads and recommendations on videos they assign students to watch, said the spokesman, José Castañeda. He also said that YouTube could be blocked, and that browsing on the site had been turned off by default on school Chromebooks for a decade.

But teachers and parents said that even when YouTube and other sites were blocked, students used internet proxies and other workarounds. And schools often allowed YouTube browsing so children could do research, which Google said highlighted its educational value but which made policing its use more difficult.

Joanna Houston, the mother of a sixth grader in Richmond Hill, Ga., said her son had watched more than 1,500 noneducational YouTube videos on his Chromebook during school between August and January.

She was concerned that her son’s school had embraced Chromebooks and YouTube, but she blamed Google for marketing to schools and making it so easy to mindlessly consume its content.

“It’s this whole ecosystem that ultimately benefits this company, and I don’t think it very much benefits students,” she said.

‘The #1 Cause of Drama’

The companies heard complaints not only from parents and teachers but from their own internal trust and safety teams.

At a conference on student safety in 2023, Snap representatives met with education officials from across the United States. According to internal emails, school administrators there raised alarms about their experiences with Snapchat — including children as young as 9 sending nude pictures.

A superintendent from Alabama told the executives that he had warned about the app in a newsletter to parents, which he shared with them. “Snapchat is the #1 cause of drama in school aged children,” it said, citing bullying and inappropriate images. “If YOU want to protect your child, make them delete it.”

That same year, a Snap employee pushed back against a new feature that sent high school students phone notifications during the day. The alerts urged the adolescents to share what was in their backpack or what their class was up to.

The employee said that children should be able to opt out of the notifications to “avoid legal risks around dark patterns” — a term referring to manipulative design features. The suggestion was not taken.

A Snap spokeswoman said that the company was pleased to have resolved the Breathitt lawsuit amicably and that many of the documents showed the company was listening to feedback.

“We do not target schools,” said Monique Bellamy, the spokeswoman, adding that Snapchat is simply popular among teenagers. “We care deeply about the safety and well-being of all Snapchatters, and our teams have worked for years to raise the bar on safety.”

At TikTok, some employees warned that frequent interruptions in the classroom would lead to a backlash.

“Teachers are going to hate it,” an employee wrote in 2022 to an internal group focused on child safety, referring to a new feature prodding users to post within the next three minutes. “Kids already have smartphone addiction in class.”

In response, a manager said the team’s job was to support as well as challenge the business. Competitors, she said, were doing the same thing.

“If we assume teens are going to do this anyway, we’d rather them be here on TikTok,” she wrote. The company removed the feature in 2023.

That same year, TikTok considered turning off notifications altogether for minors during school hours, but the plan was scrapped. Internal documents about the feature noted it would reduce the number of daily active users and would be difficult for the company to administer because of the variety of school schedules.

TikTok declined to comment on the internal documents about app features that affected children in school. A spokeswoman said the app had dozens of privacy and safety settings, including parental controls.

PTA ‘Propaganda’

Leading technology companies have long partnered with parent-teacher associations to burnish their reputations and promote internet safety. But the new documents show how the National PTA, a nonprofit that represents some 22,000 local chapters, actively solicited such contracts.

In a 2024 email pitching its services to Snap, the National PTA promised it could “help with sentiment” and create “more understanding and comfort” among parents. (Snap ultimately declined to offer funding.)

Exactly how much the National PTA has received from social media companies remains secret, but some details emerged in the documents. In 2024, a National PTA official told Snap executives that companies generally paid the organization $250,000 to $500,000 a year, and that a handful gave millions of dollars a year.

“Parents, students and school communities rely on PTA to help them navigate the challenges of a changing world,” said Heidi May Wilson, a spokeswoman for the National PTA, in a statement responding to questions about the lawsuit documents. “That includes technology and social media, which are now central parts of children’s lives.”

TikTok signed the first of several contracts with the group in 2019, just as the app’s thriving business in America was coming under fire. Prominent lawmakers like Senator Marco Rubio had accused its Chinese parent company, ByteDance, of censorship, painting it as a propaganda tool of the Chinese Communist Party.

The deal with the National PTA aimed to “positively raise ByteDance’s profile among parents,” according to a PTA slide deck for the company that was quoted in a plaintiff brief.

In November 2019, a National PTA employee asked its new sponsor where it should host an internet safety event. In emails, TikTok employees discussed that the ideal schools would be in “major market media centers” and “sensitive political districts.”

Tampa, which was represented by Mr. Rubio and had the most populous TV viewing area in Florida, met both criteria. The National PTA gave a county chapter $1,000 to put on the event at Buchanan Middle School.

In addition to about 75 parents and children, local TV reporters showed up to the cafeteria event in February 2020. Surrounded by balloons with TikTok’s logo, parents talked about screen-time rules, and a panel of students answered questions. A local influencer said that TikTok had helped her build a career traveling the world.

While many parents appreciated that the event helped them talk about social media with their children, the influencer’s presence felt like “propaganda,” said Damaris Allen, who was then the chapter president. “I just remember being very, very annoyed.”

Later that year, TikTok gave the National PTA $2 million for support during the pandemic. It paid another $3 million in 2024 for the group to promote the company’s youth safety efforts, including providing “positive” quotes to news outlets. The TikTok spokeswoman said the company was proud to fund the organization.

In December of last year, a publication in northeast Ohio covered a TikTok-sponsored event about online safety. A National PTA representative told the outlet: “It was important for the youth to illustrate how they use platforms and how they use TikTok for good.”"]]></description>
<dc:subject>socialmedia addiction children youth teens siliconvalley bigtech attention schools schooling education howweteach teaching distraction jennifervalentino-devries snapchat meta facebook instagram tiktok google chromebooks ethics psychology adolescence bytedance edtech manipulation youtube screentime</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:ecd893a3d377/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:socialmedia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:addiction"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:siliconvalley"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:bigtech"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:attention"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schools"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howweteach"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:distraction"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:jennifervalentino-devries"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:snapchat"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:meta"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:facebook"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:instagram"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:tiktok"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:google"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:chromebooks"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:ethics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:psychology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:adolescence"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:bytedance"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:edtech"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:manipulation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youtube"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:screentime"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://aeon.co/essays/children-need-stress-and-discomfort-in-order-to-grow-up">
    <title>Children need stress and discomfort in order to grow up | Aeon Essays</title>
    <dc:date>2026-05-11T20:07:13+00:00</dc:date>
    <link>https://aeon.co/essays/children-need-stress-and-discomfort-in-order-to-grow-up</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The emotional and practical skills of adulthood can only be learned from (appropriate) levels of discomfort and stress"]]></description>
<dc:subject>children 2026 apprenticeships behavior howwelern adulthood niklasserning adolescence youth mentalhealth families parenting tinapaynebryson dansiegel shefalitsabary sarahokwell-smith experience conflict overparenting emotions self-efficacy danielkahneman authoritarianism collaboration senses sensory discomfort cathycreswell anxiety accommodation worry overprotectiveness play relationship life living melanieklein johnbowlby williamsears marthasears donaldwinnicott jeromekagan violence abuse neglect trauma coercion discipline love instruction guidance autonomy levvygotsky dianabaumrind overprotecting resilience care caring wellbeing well-being malaise emotionregulation relationships flourishing kindredsquared childhood dissent hardship depression cognitivebias deliberation howwethink thinking distress harm shortterm longterm annoyance emotionalsupport stillness practice acculturation aversion suporession self-control boredom school schooling education howwelearn learning comfort friendship challenges challenge a</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:caca3df79cca/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2026"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:apprenticeships"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:behavior"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howwelern"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:adulthood"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:niklasserning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:adolescence"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:mentalhealth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:families"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:parenting"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:tinapaynebryson"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:dansiegel"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:shefalitsabary"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:sarahokwell-smith"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:experience"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:conflict"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:overparenting"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:emotions"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:self-efficacy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:danielkahneman"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:authoritarianism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:collaboration"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:senses"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:sensory"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:discomfort"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:cathycreswell"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:anxiety"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:accommodation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:worry"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:overprotectiveness"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:play"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:relationship"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:life"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:living"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:melanieklein"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:johnbowlby"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:williamsears"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:marthasears"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:donaldwinnicott"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:jeromekagan"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:violence"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:abuse"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:neglect"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:trauma"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:coercion"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:discipline"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:love"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:instruction"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:guidance"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:autonomy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:levvygotsky"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:dianabaumrind"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:overprotecting"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:resilience"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:care"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:caring"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:wellbeing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:well-being"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:malaise"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:emotionregulation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:relationships"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:flourishing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:kindredsquared"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:childhood"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:dissent"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:hardship"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:depression"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:cognitivebias"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:deliberation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howwethink"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:thinking"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:distress"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:harm"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:shortterm"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:longterm"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:annoyance"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:emotionalsupport"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:stillness"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:practice"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:acculturation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:aversion"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:suporession"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:self-control"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:boredom"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:school"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howwelearn"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:comfort"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:friendship"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:challenges"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:challenge"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:a"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://2ndbreakfast.audreywatters.com/miseducative-experiences/">
    <title>Miseducative Experiences</title>
    <dc:date>2026-04-05T05:38:11+00:00</dc:date>
    <link>https://2ndbreakfast.audreywatters.com/miseducative-experiences/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[""Tell me, what is it you plan to do/ with your one wild and precious life?"

Arguably and more than a little ironically, this may be one of the most frequently invoked lines of poetry on social media – I won't add "for better or worse," although I'm tempted to, because as much as I frown when art is reduced to meme, I'm never mad when I read Mary Oliver's words. How could I be? Just these two lines unlock other lines and other poems, and I'm always hopeful that their simplicity and accessibility and power will lure people into reading more. Not just more Mary Oliver, but more poetry of any and all sorts.

Poetry, after all, isn't something you can "optimize" -- neither its reading nor its writing -- and "optimization" seems to be the despairingly destructive driving force of our culture, an exercise that, if nothing else, serves to make our lives much much less beautiful and wild.

"Tell me, what is it you plan to do/ with your one wild and precious life?"

I ask this question -- "plead" may be the better verb -- of those who are spending an increasing amount of time typing to chatbots, who are handing over important cognitive tasks and key decisions -- personal and professional -- to "artificial intelligence." I ask this question -- "implore" even -- of those who are hunched over their laptops or their phones, those who are watching television on multiple screens, almost every waking minute of their day.

Because this is what you've decided to do with your one wild and precious life.

"I don't know exactly what a prayer is," Oliver admits in that same poem, but continues, "I do know how to pay attention, how to fall down / into the grass, how to kneel down in the grass, / how to be idle and blessed, how to stroll through the fields, / which is what I have been doing all day. / Tell me, what else should I have done?"

Tech writer Taylor Lorenz tells Wired she spends 17 hours a day online. She does not want to "touch grass," she insists. She's a 40-something year old woman; she can do what she wants.

"Tell me, what is it you plan to do/ with your one wild and precious life?"

What you decide to do with your one wild and precious life is up to you -- whether your prayers of devotion are to the computer or to "AI" or to social media and not, as Oliver might encourage us, to the grasshopper and other planetary intelligences.

What you decide to do with your one wild and precious life, where your attention and your prayers are directed, is also, of course, what you've opted not to do. And these decisions do, in fact, matter.

Lorenz (and plenty of others) like to argue that "there is no evidence" that social media (or the Internet or computers or ed-tech or television or video games or whatever) harms children – an exaggeration, no doubt, as there is evidence; they just don't like it. (They don't like Jonathan Haidt, to be specific. And I get that, I really do.)

Lorenz's latest newsletter cites the work of psychologist Christopher Ferguson, best known for his challenges to his field's prevailing research on video games: that there is a link between video games and aggressive behavior. Ferguson contends that claims about the relationship between violence and video games is not just exaggerated; it is non-existent, that is all merely a moral panic. This is the framing that Lorenz leans into with recent efforts to regulate social media too, which she explicitly links to the push to censor LGBTQ content online.

The right-wing movements that are actively seeking to ban books, eliminate academic departments, circumscribe what can be taught in the classroom, and yes, limit children's access to social media should not be ignored. Indeed, it is imperative that those who seek to curb Silicon Valley's power and influence over education and information delineate how their efforts are not politically aligned with the Moms of Liberty ilk.

But to frame any opposition to technology as a "moral panic" is a rhetorical sleight of hand in which one side gets to invoke "science" and "research" while dismissing the other as mere "hysteria." To dismiss people's concerns about what kids – any of us, really – are up to online as fundamentally reactionary, as censorious is more than a little disingenuous.

There is research (and plenty of it) that finds that various forms of new media – apps, games, and so on – affects us, affects how and what we think and know. I mean, of course it does. People are spending hour after hour after hour after hour – almost every waking minute of every day – clicking on things.

"Tell me, what is it you plan to do/ with your one wild and precious life?"

What we do with our time -- online or off -- matters, and profoundly so. Everything we do shapes who we are. Everything we experience shapes who we become.

This belief is at the core of progressive education – contrary to those accusations above that arguments against technology only come from right-wing zealots – and certainly this belief is at the core of the work of John Dewey. In Experience and Education, he too turns to poetry to make his point, citing Tennyson: "...all experience is an arch wherethro' / Gleams the untraveled world, whose margin shades / For ever and for ever when I move."

But as Dewey argues, not all experiences are necessarily educative; and as repeated experiences can become habits, we might find ourselves adopting patterns that are incredibly destructive not just to our own learning, but to our relationships with one another, with the world around us – destructive even to democracy. We might find ourselves having been fundamentally changed by the behaviorist practices and libertarian ideologies that undergird every single piece of computer technology we use.

"Tell me, what is it you plan to do/ with your one wild and precious life?"

At what point can you no longer even plan to do things with your one wild and precious life because these technologies have obliterated your ability to even imagine something outside their dictates, their designs for you?"]]></description>
<dc:subject>audreywatters 2026 maryoliver life living online internet taylorlorenz screentime socialmedia ai artificialintelligence jonathanhaidt christopherferguson videogames games gaming regulation siliconvalley power media moralpanic moralpanics influence newmedia addiction johndewey children teens youth education experience attention teaching learning howweteach howwelearn policy edtech chromebooks computers computing</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:de9495051bd0/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:audreywatters"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2026"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:maryoliver"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:life"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:living"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:online"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:internet"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:taylorlorenz"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:screentime"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:socialmedia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:ai"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:artificialintelligence"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:jonathanhaidt"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:christopherferguson"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:videogames"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:games"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:gaming"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:regulation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:siliconvalley"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:power"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:media"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:moralpanic"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:moralpanics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:influence"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:newmedia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:addiction"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:johndewey"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:experience"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:attention"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howweteach"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howwelearn"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:policy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:edtech"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:chromebooks"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:computers"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:computing"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.christianitytoday.com/2026/03/whats-the-point-of-education-in-an-age-of-ai/">
    <title>What’s the Point of Education in an Age of AI?  - Christianity Today</title>
    <dc:date>2026-03-29T02:44:16+00:00</dc:date>
    <link>https://www.christianitytoday.com/2026/03/whats-the-point-of-education-in-an-age-of-ai/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[[via:
https://www.frontporchrepublic.com/2026/03/baseball-gardening-and-the-metaverse/

"Carrie McKean responds thoughtfully to the bleak landscape facing students today: there’s “an increasingly inescapable new cultural message: Artificial intelligence will soon do everything you do, and it’ll do it faster and better than you ever could. That message is difficult enough to challenge if you’re an adult. Imagine hearing it when you’re 15 and bored in class, fully aware that you can answer any question your teacher asks in milliseconds using Google Gemini on your school-district-issued Chromebook. Why not outsource your thinking to a machine? It’s easy, frictionless, and—it seems—inevitable in this brave new world. . . . American teenagers are getting a crash course in nihilism, and their apathy is a rational response to a demoralizing situation.”"]]]></description>
<dc:subject>carriemckean education ai artificialintelligence 2026 christianity learning howwelearn chromebooks gemini google schools schooling claude anthropic memorization reading howweread nihilism children youth teens caitlinflanagan writing howwewrite music training cheating thinking howwethink criticalthinking culture jeffreybilbro wendellberry attention humility patience formation human humans soul</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:af1bdb3e4c1d/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:carriemckean"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:ai"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:artificialintelligence"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2026"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:christianity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howwelearn"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:chromebooks"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:gemini"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:google"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schools"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:claude"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:anthropic"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:memorization"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:reading"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howweread"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:nihilism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:caitlinflanagan"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:writing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howwewrite"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:music"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:training"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:cheating"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:thinking"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howwethink"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:criticalthinking"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:culture"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:jeffreybilbro"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:wendellberry"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:attention"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:humility"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:patience"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:formation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:human"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:humans"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:soul"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.youtube.com/watch?v=2yVJffNplJc">
    <title>The New Satanic Panic Is Here - YouTube</title>
    <dc:date>2026-01-24T17:16:13+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=2yVJffNplJc</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[[See also:
https://www.usermag.co/p/the-new-satanic-panic-is-here ]

"Are Smartphones & Social Media Really Causing a Teen Mental Health Crisis?

Are smartphones and social media actually destroying teen mental health, or is this just another moral panic? I critically examine the growing narrative that phones, apps, and screen time are responsible for rising anxiety, depression, and harm among teenagers. 
 
These claims, popularized by politicians, journalists, interest groups like the Heritage Foundation, and authors like Jonathan Haidt (The Anxious Generation), are being used to justify mass surveillance laws, deplatforming marginalized people, and implementing policies that actually harm kids and reward big tech. 
 
They allow lawmakers to scapegoat users, and institute draconian surveillance laws instead of enacting meaningful regulation. Haidt and others boosting this moral panic have pushed debunked claims about how social media can turn kids LGBTQ. Haidt has pushed false and misogynistic claims that young liberal women suffer from more "anxiety." He is on the board of Bari Weiss' unaccredited reactionary right wing University. 

Using peer-reviewed studies, media analysis, and real-world examples, this episode breaks down:

- Why smartphones became the default scapegoat for teen mental health
- How correlation is repeatedly confused with causation
- Ho weak and misleading data is driving major public policy decisions
- How moral panics spread through podcasts, news media, and social platforms
- Who is actually harmed by phone bans and social media crackdowns
- Why girls, LGBTQ youth, and marginalized teens are the most harmed

I also explore how internet scares like the Momo Challenge illustrate the dangers of fear-based policy making, and why banning technology doesn’t solve any of the root issues of kids' mental health issues like social isolation, economic stress, lack of mental health care, and inequality.

If you’re interested in:

- Teen mental health
- Social media & smartphones
- Internet culture and moral panics
- Education policy and school phone bans
- Digital rights and youth safety

this video will challenge what you’ve been told by the mainstream media, but please keep an open mind!"]]></description>
<dc:subject>taylorlorenz 2026 socialmedia jonathanhait web internet online mentalhealth conservatism censorship inequality momochallenge smartphones moralpanic mashablackburn lgbtq policy bariweiss heritagefoundation anxiety reactionaries screentime depression teens youth research media technology change history novels comicbooks comics telephones phones television tv radio fredricwertham children childhood adolescence addiction beepers columbine videogames games gaming bans tiktok isolation fear danahboyd mobility walkability suburbia freetime leisure homework play parenting panic surveillance economics wealthdisparity work labor pandemic covid-19 coronavirus misogyny rightwing right recession economy unemployment instability capitalism publicpolicy poverty precarity guns stress mainstreammedia social connection</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:082a3d9fbf89/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:taylorlorenz"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2026"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:socialmedia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:jonathanhait"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:web"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:internet"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:online"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:mentalhealth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:conservatism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:censorship"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:inequality"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:momochallenge"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:smartphones"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:moralpanic"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:mashablackburn"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:lgbtq"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:policy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:bariweiss"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:heritagefoundation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:anxiety"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:reactionaries"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:screentime"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:depression"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:research"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:media"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:technology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:change"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:history"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:novels"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:comicbooks"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:comics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:telephones"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:phones"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:television"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:tv"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:radio"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:fredricwertham"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:childhood"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:adolescence"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:addiction"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:beepers"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:columbine"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:videogames"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:games"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:gaming"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:bans"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:tiktok"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:isolation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:fear"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:danahboyd"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:mobility"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:walkability"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:suburbia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:freetime"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:leisure"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:homework"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:play"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:parenting"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:panic"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:surveillance"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:economics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:wealthdisparity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:work"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:labor"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:pandemic"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:covid-19"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:coronavirus"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:misogyny"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:rightwing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:right"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:recession"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:economy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:unemployment"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:instability"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:capitalism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:publicpolicy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:poverty"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:precarity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:guns"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:stress"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:mainstreammedia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:social"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:connection"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.lrb.co.uk/the-paper/v31/n03/adam-phillips/in-praise-of-difficult-children">
    <title>Adam Phillips · In Praise of Difficult Children</title>
    <dc:date>2025-12-07T22:53:29+00:00</dc:date>
    <link>https://www.lrb.co.uk/the-paper/v31/n03/adam-phillips/in-praise-of-difficult-children</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["When you play​ truant you have a better time. But how do you know what a better time is, or how do you learn what a better time is? You become aware, in adolescence and in a new way, that there are many kinds of good time to be had, and that they are often in conflict with each other. When you betray yourself, when you let yourself down, you have misrecognised what your idea of a good time is; or, by implication, more fully realised what your idea of a good time might really be. You thought that doing this – taking drugs, lying to your best friend – would give you the life you wanted; and then it doesn’t. You have, in other words, discovered something essential about yourself; something you couldn’t discover without having betrayed yourself. You have to be bad in order to discover what kind of good you want to be (or are able to be). One of the things you might have to discover is that some virtues are against the grain: it may not feel real to you to say sorry, or to be grateful, for example.

The upshot of all this is that adults who look after adolescents have both to want them to behave badly, and to try and stop them; and to be able to do this the adults have to enjoy having truant minds themselves. They have to believe that truancy is good and that the rules are good. ‘The most beautiful thing in the world,’ Robert Frost wrote in his Notebooks, ‘is conflicting interests when both are good.’ Someone with a truant mind believes that conflict is the point, not the problem. The job of the truant mind is to keep conflict as alive as possible, which means that adolescents are free to be adolescent only if adults are free to be adults. The real problems turn up when one or other side is determined to resolve the conflict: when adolescents are allowed to live in a world of pure impulse, or adults need them to live in a world of incontestable law. In this sense therapy for adolescents should be about creating problems – or clarifying what they really are – and not about solving them.

A truant mind has to have something to truant from and something to truant for. The adults provide something to truant from and the adolescents have to discover something to truant for. In straightforward psychoanalytic terms, adolescents truant from parents as forbidden objects of desire, as the people who have deprived them; they truant for accessible objects of desire, for the possibility of making up for the inevitable deprivations they have suffered growing up with their parents, for the sex the parents can’t provide. Truanting has something utopian about it, and not truanting something unduly stoical or defeated. The truant mind matters because it is the part of ourselves that always wants something better; and it also needs to come up against resistance to ensure that the something better is real, not merely a fantasy. In our dreams, Anna Freud said, we can have our eggs cooked exactly as we want them, but we can’t eat them. In reality, we can eat our eggs because they are not cooked exactly as we want them. Truant minds need to keep on being reminded that there is nothing more disappointing than getting exactly what you wanted.

Psychoanalysis has had a lot of stories to tell about truant minds; indeed it is these that psychoanalysis has attempted both to rein in, and to sponsor and celebrate. When Freud said that the rider has to guide the horse in the direction the horse wants to go in, or that the ego was not master in its own house, or talked of unconscious slips or of human beings as ambivalent animals, he was describing modern people as being riven with intentions and counter-intentions. For Freud, it was not that there were truant minds, but that the mind was inherently truant; that when people act in their own best interests they don’t in fact know what their best interests are, or whether their best interests are what actually matters most to them. In Freud’s view no one can be wholehearted about anything because everyone is unconscious of and resistant to his heart’s desire. Because what we desire is forbidden to us we have to work hard not to know what it is (if we are asked what we are working on, we can say that we are working on our ignorance). If we speak in Freud’s language, which is surprisingly useful here, the ego is the part of ourselves that wants safety and survival, and as much pleasure as is compatible with this, and the id the part of ourselves that wants sensual satisfaction whatever the cost. To put it differently, there is a part of ourselves that has no interest in our best interests, if our best interests are taken to be our own survival. It isn’t that a part of ourselves prefers risk to safety, it is that a part of ourselves doesn’t use this vocabulary; it is not that a part of ourselves is self-destructive, it is that a part of ourselves has no regard for whether our actions are destructive or constructive. Indeed, the notion of self-destructive behaviour itself presumes not merely that we know what constructive behaviour is, but that that is what we most want (or what at our best we most want).

Adults who look after pre-adolescent children have to have some sense of what is in the child’s best interests. They are, in this sense, the guardians of the children’s future or potential selves. The very small child doesn’t know he mustn’t touch the hot cup; the older child may try touching the hot cup to find out for himself. In that sense, the older child, the truant child, is experimenting: he is finding out whether the adult’s words can be trusted, whether the adult is keeping an eye on him, whether the adult’s word is his bond, whether he can withstand the adult’s punishment, or even hatred. You find out what the rules are made of by trying to break them. To begin with, you learn what it is to follow a rule, then what can be done with the whole business of following rules, what it is about rule-following that is satisfying. And who it is you are satisfying by following the rules.

St Paul talks in the Epistle to the Romans about the law entering human history ‘to increase the trespass’. ‘Where there is no law,’ he said, ‘there is no transgression’: ‘Through the law comes knowledge of sin.’ It isn’t simply that rules are made to be broken: the rules tell you that there is something to break. If there was no law it would be impossible to transgress. The rules, whatever else they are, are an invitation to find out what rules are – and an invitation to find out what kind of person you are. By being born into a society we consent to its rules, but there is never a point when we actually sit down and agree to them all. Adolescence is the time in people’s lives when they begin to notice that there are other things you can do with the rules besides being spellbound by them. The adolescent is somebody who is trying to escape from a cult.

In everyday use, a truant is someone who stays away from school ‘without leave or good reason’, and though originally the word denoted ‘a vagrant’ or ‘an idler’, both meanings suggest someone who takes time out of work – work defined here as real life. When Hamlet asks Horatio why he has come back from Wittenberg, Horatio replies, ‘a truant disposition, good my lord’; to which Hamlet replies: ‘I would not have your enemy say so.’ Hamlet can’t accept this description of his friend, which he calls ‘your own report against yourself. I know you are no truant.’ In Hamlet’s view, it’s a terrible thing to call oneself; he accuses Horatio of self-betrayal, of siding with his enemy against himself. We tend to think of people playing truant from school, from some external, often institutional constraint: like being on day release, or taking a holiday from one’s real responsibilities. Hamlet, in other words, reminds us that it is possible to play truant from oneself. Freud says we can’t help doing this: Hamlet says we shouldn’t do it.

My point is that the adolescent is the person who needs to experiment with self-betrayal, to find out what it might be to betray oneself. Not what it means to break the rules; but what it means to break the rules that are of special, of essential value to oneself. And in order to do this you have to find out which rules are essential. So-called delinquent behaviour is the unconscious attempt to find the rules that really matter to the delinquent individual. And this is a frightening quest. Betraying other people matters only if in so doing one has betrayed oneself. This is what truant minds are for, and what modern adolescence ineluctably embroils people in: the attempt to find out what it is to betray oneself, and what the consequences of self-betrayal are. ‘I have always admired people who have left behind them an incomprehensible mess,’ Bob Dylan once said in an interview. What I am talking about is the willingness to get oneself into an incomprehensible mess.

Winnicott talks about delinquent children having to ‘test the environment’ through really bad behaviour. Children who had been evacuated from their homes during the war, for example, had to be able to be difficult when they finally got home, just to ensure that their parents could be trusted not to send them away again. Only by being really difficult can the child discover whether the parents are resilient and robust – worth having. If the child, or even adult, is never really difficult he will never find out what the world and he himself are really like. The adolescent is someone who is trying to evacuate himself from his own home because there is a war going on. Having a ‘truant disposition’ is to be engaged in this testing that begins in adolescence, and if things go wrong, is given up on in adolescence. The adolescents who give up on this fundamental project turn into adults who secretly envy adolescents, who believe that adolescents are having the best kinds of life available."]]></description>
<dc:subject>children teens parenting psychology youth rebellion boundaries change resistance truancy pscyhoanalysis behavior rules society conformity conventions cults childhood adulthood rulebreaking transgression law legal school schooling hamlet donaldwinnicott</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:fdab333cecc6/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:parenting"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:psychology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:rebellion"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:boundaries"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:change"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:resistance"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:truancy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:pscyhoanalysis"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:behavior"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:rules"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:society"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:conformity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:conventions"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:cults"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:childhood"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:adulthood"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:rulebreaking"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:transgression"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:law"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:legal"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:school"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:hamlet"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:donaldwinnicott"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.hcn.org/issues/57-11/heavy-metal-is-healing-teens-on-the-blackfeet-nation/">
    <title>Heavy metal is healing teens on the Blackfeet Nation - High Country News</title>
    <dc:date>2025-11-29T05:55:47+00:00</dc:date>
    <link>https://www.hcn.org/issues/57-11/heavy-metal-is-healing-teens-on-the-blackfeet-nation/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["In response to youth suicides, teachers show students the power of headbanging at Fire in the Mountains festival."]]></description>
<dc:subject>music teens heavymetal indigenous indigeneity suicide mentalhealth youth blackfeetnation healing btoastieoaster boaster 2025 russeldanials metalheads montana charliespeicher buffalohideacademy beauty blackmetal blacksabbath metallica counseling idaho wyoming everettarmstrong gentrification glaciernationalpark piikunii poverty firekeepers einarselvik stevevontill ozzyosbourne firekeeperalliance canada us intertribal rezmetal toastieoaster</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:de4665269367/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:music"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:heavymetal"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:indigenous"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:indigeneity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:suicide"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:mentalhealth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:blackfeetnation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:healing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:btoastieoaster"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:boaster"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2025"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:russeldanials"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:metalheads"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:montana"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:charliespeicher"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:buffalohideacademy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:beauty"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:blackmetal"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:blacksabbath"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:metallica"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:counseling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:idaho"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:wyoming"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:everettarmstrong"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:gentrification"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:glaciernationalpark"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:piikunii"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:poverty"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:firekeepers"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:einarselvik"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:stevevontill"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:ozzyosbourne"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:firekeeperalliance"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:canada"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:us"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:intertribal"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:rezmetal"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:toastieoaster"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.smithsonianmag.com/history/newly-declassified-records-suggest-parents-collaborated-with-the-fbi-to-spy-on-their-rebellious-teens-during-the-1960s-180987694/?is_pocket=1">
    <title>Newly Declassified Records Suggest Parents Collaborated With the FBI to Spy on Their Rebellious Teens During the 1960s</title>
    <dc:date>2025-11-24T05:09:58+00:00</dc:date>
    <link>https://www.smithsonianmag.com/history/newly-declassified-records-suggest-parents-collaborated-with-the-fbi-to-spy-on-their-rebellious-teens-during-the-1960s-180987694/?is_pocket=1</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["As high school students across the U.S. embraced political activism, adults turned to the authorities to shield their sons and daughters from radical influences"]]></description>
<dc:subject>fbi police policing parenting 1960s teens activism aaronfountainjr politics youth</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:b681b57b9ed2/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:fbi"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:police"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:policing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:parenting"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:1960s"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:activism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:aaronfountainjr"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:politics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://vashetc.com/supporters/posts/168986">
    <title>Between Chatbots and Carcerality [cw] - Horizontal Musings</title>
    <dc:date>2025-10-27T20:41:49+00:00</dc:date>
    <link>https://vashetc.com/supporters/posts/168986</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["It is my hope that mental health practitioners, parents, caregivers, friends, and partners will continue to see through the “con” of those who market LLM’s as a one-stop shop but also pay attention to what care programs are being defunded. It is imperative that we question if tools are helpful or harmful, whether that’s incarceration or LLM’s. Adequate suicide prevention will require us to listen to those suffering from mental health issues, fund community-based peer supports, and decrease systemic harm caused to our community members."]]></description>
<dc:subject>veecope chatbots carcerality ai artificialintelligence 2025 care caring carlyboyce llms teens youth openai chatgpt katietastrom anthropic google</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:60492d70db9d/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:veecope"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:chatbots"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:carcerality"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:ai"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:artificialintelligence"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2025"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:care"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:caring"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:carlyboyce"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:llms"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:openai"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:chatgpt"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:katietastrom"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:anthropic"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:google"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.sfexaminer.com/news/technology/study-shows-students-using-ai-alarming-school-communities/article_bce7fdc2-1a37-49d1-a32a-ee8f1fe2548e.html">
    <title>Study shows students using AI alarming school communities | Technology | sfexaminer.com</title>
    <dc:date>2025-10-10T05:13:49+00:00</dc:date>
    <link>https://www.sfexaminer.com/news/technology/study-shows-students-using-ai-alarming-school-communities/article_bce7fdc2-1a37-49d1-a32a-ee8f1fe2548e.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The more extensively students report their schools have embraced AI, the more likely they are to say that the use of the technology in their classrooms has made them feel less connected to their teachers, according to the report from the Center for Democracy and Technology, an advocacy group focused on privacy and other digital rights."]]></description>
<dc:subject>ai artificialintelligence schools education pedagogy 2025 children teens youth teaching howweteach relationships privacy human humans dehumanization edtech technology schooling</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:04fbc6f049b9/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:ai"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:artificialintelligence"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schools"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:pedagogy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2025"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howweteach"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:relationships"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:privacy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:human"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:humans"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:dehumanization"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:edtech"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:technology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schooling"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.sfchronicle.com/projects/2025/bay-area-youth-summer/">
    <title>How Bay Area teens navigated summer while grappling with AI and illness</title>
    <dc:date>2025-09-21T05:04:29+00:00</dc:date>
    <link>https://www.sfchronicle.com/projects/2025/bay-area-youth-summer/</link>
    <dc:creator>robertogreco</dc:creator><dc:subject>teens youth bayarea photography summer experience 2025 oliviacruzmayeda</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:7c7f61ebb1c4/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:bayarea"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:photography"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:summer"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:experience"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2025"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:oliviacruzmayeda"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.bbc.com/future/article/20220124-why-teens-arent-what-they-used-to-be">
    <title>Why teenagers aren't what they used to be</title>
    <dc:date>2025-09-13T21:06:18+00:00</dc:date>
    <link>https://www.bbc.com/future/article/20220124-why-teens-arent-what-they-used-to-be</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["There's childhood, adulthood, and the messy bit in between. Here's how we've defined adolescence throughout history - and why it's time for a new category."]]></description>
<dc:subject>2022 teens adolescence youth childhood adulthood history human humans hughcunningham ww2 wwii uk us rebellion marybrown culture society jeantwenge psychology europe lifehistorytehory education healthcare pregnancy teenpregnancy health perception demographics katherinehill andrewscott lyndagratton schooling school tweens</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:7521dd387ec7/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2022"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:adolescence"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:childhood"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:adulthood"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:history"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:human"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:humans"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:hughcunningham"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:ww2"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:wwii"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:uk"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:us"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:rebellion"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:marybrown"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:culture"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:society"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:jeantwenge"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:psychology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:europe"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:lifehistorytehory"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:healthcare"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:pregnancy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teenpregnancy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:health"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:perception"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:demographics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:katherinehill"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:andrewscott"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:lyndagratton"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:school"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:tweens"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://sfstandard.com/2025/07/26/san-francisco-is-a-car-city-now-sorry/">
    <title>San Francisco is a car city now. Sorry</title>
    <dc:date>2025-07-27T19:37:02+00:00</dc:date>
    <link>https://sfstandard.com/2025/07/26/san-francisco-is-a-car-city-now-sorry/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["If you ignore the unfounded “war on cars” and look hard at transportation trends, you see a city embracing an identity it claims not to want."]]></description>
<dc:subject>sanfrancisco cars 2025 adamrogers bikes biking buses sfmta muni transit transportation publictransit bart uber lyft waymo greathighway joelengardio politics policy safety pedestrians trafficcalming downtown economics housing business covid-19 coronavirus pandemic caltrain ridership yonahfreemark sfusd schools 2019 2020 marcelmoran soma financialdistrict stonestown sfsu japantown bridges baybridge transbayterminal cablecars streetcars ferrybuilding goldengatepark parking nimby nimbys nimbyism mobility jfkdrive slowstreets speedbumps parklets teens youth paris congestion traffic density daniellurie doordash urban urbanism cities nyc robotaxis avs sunsetdunes</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:71ad7ff62ddb/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:sanfrancisco"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:cars"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2025"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:adamrogers"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:bikes"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:biking"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:buses"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:sfmta"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:muni"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:transit"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:transportation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:publictransit"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:bart"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:uber"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:lyft"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:waymo"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:greathighway"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:joelengardio"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:politics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:policy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:safety"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:pedestrians"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:trafficcalming"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:downtown"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:economics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:housing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:business"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:covid-19"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:coronavirus"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:pandemic"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:caltrain"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:ridership"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:yonahfreemark"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:sfusd"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schools"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2019"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2020"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:marcelmoran"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:soma"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:financialdistrict"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:stonestown"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:sfsu"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:japantown"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:bridges"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:baybridge"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:transbayterminal"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:cablecars"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:streetcars"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:ferrybuilding"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:goldengatepark"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:parking"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:nimby"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:nimbys"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:nimbyism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:mobility"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:jfkdrive"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:slowstreets"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:speedbumps"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:parklets"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:paris"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:congestion"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:traffic"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:density"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:daniellurie"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:doordash"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:urban"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:urbanism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:cities"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:nyc"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:robotaxis"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:avs"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:sunsetdunes"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.newyorker.com/magazine/2025/07/07/how-we-grow-up-understanding-adolescence-matt-richtel-book-review">
    <title>“How We Grow Up: Understanding Adolescence,” Reviewed | The New Yorker</title>
    <dc:date>2025-07-06T19:05:26+00:00</dc:date>
    <link>https://www.newyorker.com/magazine/2025/07/07/how-we-grow-up-understanding-adolescence-matt-richtel-book-review</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["In recent years, an irresistibly intuitive hypothesis has both salved and fuelled parental anxieties: it’s the phones."

...

"Fear is a note rarely absent from generational analysis of teens. “Always emphasize that you want to help them, that you’re on their side, and that the feedback you’re offering is to help them succeed,” Twenge counsels the managers of iGen employees, sounding a bit like she’s giving advice to novice zookeepers on entering a big-cat enclosure. Haidt’s book, meanwhile, begins with an extended analogy in which kids are pestering their parents to let them move to Mars, possibly never to return. The dominant strain of anxiety at present focusses less on the outright monstrous (as with nineties fantasies of teen-age “superpredators”) than on the brainwashed or body-snatched. “I’m a Liberal Professor, and My Liberal Students Terrify Me” read the headline of a widely circulated Vox article from 2015, amid the period of campus culture wars that Haidt took on in “Coddling.” Technology is a vector; it transmits whatever ills and ideologies a parent imagines might lure a child beyond reach. Like the ongoing debate over kids and gender, the teens-and-phones discourse taps into a dread that your kid might stumble onto new ideas, very likely online, and be irreversibly transformed."

[archived:
https://archive.ph/oZUZR ]]]></description>
<dc:subject>2025 mollyfischer technology teens youth mattrichtel jeantwenge jonathanhaidt mentalhealth anxiety smarthphones childhood play safety psychology lenoreskenazy socialmedia greglukianoff helicopterparenting helicopterparents parenting marypipher generations fear coddling conservatism genz generationz geny generationy millennials moralpanics zoomers</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:1a62299eae3b/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2025"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:mollyfischer"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:technology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:mattrichtel"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:jeantwenge"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:jonathanhaidt"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:mentalhealth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:anxiety"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:smarthphones"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:childhood"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:play"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:safety"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:psychology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:lenoreskenazy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:socialmedia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:greglukianoff"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:helicopterparenting"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:helicopterparents"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:parenting"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:marypipher"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:generations"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:fear"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:coddling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:conservatism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:genz"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:generationz"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:geny"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:generationy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:millennials"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:moralpanics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:zoomers"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.youtube.com/watch?v=qQUs8cNmDOI">
    <title>Advice For Young Artists - YouTube</title>
    <dc:date>2024-12-29T03:21:34+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=qQUs8cNmDOI</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["An extensive reflection on the conception and construction of Alec Soth's most recent book, "Advice For Young Artists."

Come for the book analysis, stay for the balloon party!

ps. I finally figured out how to add subtitles."]]></description>
<dc:subject>alecsoth amateurism photography beginnersmind beginners youtube 2024 newness howwework projects doing making play writing howwewrite process outsiders belonging goth houseparties happenings events loners mfa mfas undergraduates nashville tennessee kentucky louisville ohio professionalization curiosity generalists specialists professionals art arteducation youth highschool creativity identity community arts connection innocence children education howwelearn howwemake learning teens winnebagoworkshop littlebrownmushroom experimentation audiencesofone mentors mentoring roadtrips parenting life living growth colleges universities iowa louisiana risd information books impulsivity self-portraits fun walkerevans age aging advice middleage midagecrisis sensemaking makingsense discomfort vulnerability humanity miniatures maquettes mock-ups dioramas amateurs</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:4f4881df79af/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:alecsoth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:amateurism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:photography"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:beginnersmind"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:beginners"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youtube"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2024"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:newness"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howwework"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:projects"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:doing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:making"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:play"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:writing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howwewrite"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:process"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:outsiders"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:belonging"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:goth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:houseparties"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:happenings"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:events"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:loners"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:mfa"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:mfas"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:undergraduates"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:nashville"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:tennessee"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:kentucky"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:louisville"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:ohio"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:professionalization"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:curiosity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:generalists"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:specialists"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:professionals"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:art"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:arteducation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:highschool"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:creativity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:identity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:community"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:arts"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:connection"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:innocence"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howwelearn"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howwemake"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:winnebagoworkshop"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:littlebrownmushroom"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:experimentation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:audiencesofone"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:mentors"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:mentoring"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:roadtrips"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:parenting"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:life"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:living"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:growth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:colleges"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:universities"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:iowa"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:louisiana"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:risd"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:information"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:books"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:impulsivity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:self-portraits"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:fun"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:walkerevans"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:age"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:aging"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:advice"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:middleage"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:midagecrisis"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:sensemaking"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:makingsense"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:discomfort"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:vulnerability"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:humanity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:miniatures"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:maquettes"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:mock-ups"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:dioramas"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:amateurs"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.wnep.com/article/news/investigations/action-16/kids-for-cash-the-new-crisis/kids-for-cash-judge-has-sentence-commuted-by-president-biden-pennsylvania/523-1be56573-6940-4e45-8daa-5a03abd67464">
    <title>'Kids for Cash' Judge sentence commuted by President Biden | wnep.com</title>
    <dc:date>2024-12-13T22:31:35+00:00</dc:date>
    <link>https://www.wnep.com/article/news/investigations/action-16/kids-for-cash-the-new-crisis/kids-for-cash-judge-has-sentence-commuted-by-president-biden-pennsylvania/523-1be56573-6940-4e45-8daa-5a03abd67464</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["President Biden has scrapped the rest of the sentence for Michael Conahan, the former judge involved in the 'Kids for Cash scandal.'"

[See also:
https://www.citizensvoice.com/2024/12/12/biden-commutes-sentence-for-kids-for-cash-judge/ ]]]></description>
<dc:subject>joebiden michaelconahan 2024 prisons prisonabolition markciavarella prisonindustialcomplex children youth teens hillarytransue melissasteininger kidsforcash</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:d18d085709f0/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:joebiden"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:michaelconahan"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2024"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:prisons"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:prisonabolition"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:markciavarella"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:prisonindustialcomplex"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:hillarytransue"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:melissasteininger"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:kidsforcash"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://missionlocal.org/2024/11/california-academy-of-sciences-cuts-youth-program-after-teens-show-solidarity-with-union/">
    <title>Cal Academy cuts youth program after teens back union</title>
    <dc:date>2024-11-22T00:29:57+00:00</dc:date>
    <link>https://missionlocal.org/2024/11/california-academy-of-sciences-cuts-youth-program-after-teens-show-solidarity-with-union/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The California Academy of Sciences abruptly dissolved a youth group for climate change and terminated its staff coordinator earlier this fall after several teenage members distributed flyers in solidarity with the museum workers’ union. 

The museum created Youth Action for the Planet in October 2023 as “an environmental action hub” for young people who care about the natural world to sharpen leadership and advocacy skills.

The pilot program enrolled 14 volunteers between ages 13 and 18 who were interested in “youth climate activism,” said Vivienne Yu, 18, a volunteer who is now a society and environment major at the University of California, Berkeley. 

The teenagers were matched with the Cal Academy staff coordinator Aleks Liou, who holds a Ph.D in youth activism and intergenerational solidarity. Liou was fired in September.

Between the group’s October 2023 establishment and June 25 of this year, its members stayed busy: They attended the Bay Area Youth Climate Summit, held a Martin Luther King, Jr. Day panel with around 60 teen climate activists, launched an Earth Day pop-up, worked on a Youth Action for the Planet logo, and generally set the direction of the fledgling program.

Liou, who was featured in the Academy’s June staff spotlight, got a $249,986 grant in August from the federal Institute of Museum and Library Services to keep the program going. 

But on June 25, a trio of Youth Action for the Planet members distributed fliers supporting Cal Academy employees, who voted to unionize in July 2023 but are still without a contract. The three youth group members handed out the flyers, which they designed themselves, to visitors, and also left some on museum benches to spotlight wage disparities within Cal Academy, according to a 17-year-old San Francisco high school student and one of the three members.

Specifically, the fliers pointed to the salary of the museum’s executive director, Scott Sampson, who took home $632,626 in the 2023 fiscal year.

The teenagers tell Mission Local that showing solidarity with the union was their own idea, and Liou did not sanction or encourage it. 

Backlash, the teens say, came swiftly. After 9 p.m. on the same day, all 14 youth members received a call or voicemail from a Cal Academy administrator, asking them not to come to the building for the rest of the week. Liou recalled that the next day, “basically, I was told I shouldn’t do anything related to my job.”

The four youths Mission Local talked to said they never returned to the building. And the youth group never officially met again. Academy management formally dissolved the Youth Action for the Planet program in late October. Liou, who obtained the nearly quarter-million-dollar federal grant in August, was terminated in September, and is still negotiating a severance package through the Cal Academy Workers United union.

The Cal Academy, which has been in a financial crisis, attempted to “restore” the $249,986 grant money that Liou won to the federal institution, according to an Oct. 21 bargaining update written by the Cal Academy Workers United. The museum now plans to use the money on a new education program for indigenous youth, according to an Oct. 28 statement sent to Mission Local. 

The California Academy of Sciences declined to comment on the reasons for firing Liou, the program manager for Youth Action for the Planet, citing “personnel matters.” 

As for the youth program, the museum said in a statement that, after piloting the program for six months, “the Academy identified the need to rebuild it” to better “center our education programming on historically marginalized communities,” and would create an “evolved version” of the program for indigenous youth.

The teens aren’t buying it. “There was no warning of any kind,” said another member who is under 18 and who expected “youth autonomy” when she joined the program. “We didn’t realize that was off-limits. We just want to learn about what it’s like to be part of a movement.”

Yu, who as a small child used to frequent the Cal Academy with her family, said she was “really disappointed” that the museum “tokenized” them. “I think a public apology would be the first thing,” she said. 

Surabhi Chinta, a youth member who now majors in pre-human biology and society at the University of California, Los Angeles, said she now realizes the action of the teens didn’t exactly line up with the museum’s idea of climate activism. “For us, climate activism was going beyond just talking about the science. We wanted to talk about the social aspects as well,” said Chinta, who said the museum never formally notified her and the other young people that the program was over.

Liou’s disciplinary notice said they violated the museum’s employee policy by liking the youths’ non-museum Instagram account “@youthsaction4planet.” The notice also stated that a cartoon Liou kept at the office — depicting young people telling world leaders “You fucked up!” and world leaders responding “So inspiring!” — violated the museum’s code of conduct for profanity.

Also cited were Liou’s usage of non-museum Google accounts to talk with youth. “Having secrets with youth” violates the prohibitions, the notice stated.

It’s “very alarming” that they are using a “technicality” to terminate me, said Liou. “To me, that implies that I was the mastermind behind all of this.”

After learning that the program would be shut down, five of the youth are now launching their own organization, Youth Riot Network, to focus on climate and broader social issues."]]></description>
<dc:subject>via:javierarbona calacademia education unions organizing youth teens labor solidarity workers youthriotnetwork sanfrancisco aleksliou youthactionfortheplanet climatechange yujiezhou</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:47548b234288/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:via:javierarbona"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:calacademia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:unions"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:organizing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:labor"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:solidarity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:workers"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youthriotnetwork"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:sanfrancisco"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:aleksliou"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youthactionfortheplanet"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:climatechange"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:yujiezhou"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.publicbooks.org/breaking-the-cycle-laurence-ralph-on-sito-an-american-teenager-and-the-city-that-failed-him/">
    <title>Breaking the Cycle: Laurence Ralph on “Sito: An American Teenager and the City That Failed Him” - Public Books</title>
    <dc:date>2024-11-05T22:35:33+00:00</dc:date>
    <link>https://www.publicbooks.org/breaking-the-cycle-laurence-ralph-on-sito-an-american-teenager-and-the-city-that-failed-him/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["In the latest installment of our partnership with the Center for Advanced Study in the Behavioral Sciences, Michael Walker talks with Laurence Ralph about Ralph’s new book “Sito: An American Teenager and the City that Failed Him,” which explores the possibility of noncarceral responses to violence and harm."]]></description>
<dc:subject>2023 sociology politics incarceration laurenceralph criminaljusticesystem youth teens michaelwalker us society race racism sanfrancisco law legal guns gunviolence abolitionism prisonabolition</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:3b6690d6f1d6/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2023"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:sociology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:politics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:incarceration"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:laurenceralph"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:criminaljusticesystem"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:michaelwalker"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:us"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:society"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:race"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:racism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:sanfrancisco"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:law"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:legal"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:guns"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:gunviolence"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:abolitionism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:prisonabolition"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://psyche.co/ideas/why-teenagers-are-deliberately-seeking-brain-rot-on-tiktok">
    <title>Why teenagers are deliberately seeking brain rot on TikTok | Psyche Ideas</title>
    <dc:date>2024-11-03T22:39:14+00:00</dc:date>
    <link>https://psyche.co/ideas/why-teenagers-are-deliberately-seeking-brain-rot-on-tiktok</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Talking to teens reveals a hidden sophistication to their media use. Rather than policing it, maybe we could learn from it"]]></description>
<dc:subject>teens youth socialmedia tiktok technology media childhood adolescence pleasure howwelearn learning brainrot 2024 emilieowens mentalhealth kids participation mimiito anxiety fear complexity</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:da794fb5cf6b/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:socialmedia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:tiktok"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:technology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:media"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:childhood"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:adolescence"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:pleasure"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howwelearn"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:brainrot"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2024"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:emilieowens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:mentalhealth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:kids"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:participation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:mimiito"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:anxiety"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:fear"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:complexity"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://torment-nexus.mathewingram.com/the-moral-panic-over-social-media-and-teen-depression/">
    <title>The moral panic over social media and teen depression</title>
    <dc:date>2024-10-06T05:09:22+00:00</dc:date>
    <link>https://torment-nexus.mathewingram.com/the-moral-panic-over-social-media-and-teen-depression/</link>
    <dc:creator>robertogreco</dc:creator><dc:subject>mathewingram socialmedia moralpanic depression anxiety 2024 teens youth internet research instagram tiktok franceshaugen facebook smartphones jonathanhaidt andrewsolomon candiceodgers andrewprzybylski jeantwenge christopherferguson us suicide suiciderate well-being eu europe videogames dungeonsanddragons media stevenlevy web online health publichealth mentalhealth taylorlorenz wellbeing</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:cd002f5e3dc9/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:mathewingram"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:socialmedia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:moralpanic"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:depression"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:anxiety"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2024"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:internet"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:research"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:instagram"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:tiktok"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:franceshaugen"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:facebook"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:smartphones"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:jonathanhaidt"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:andrewsolomon"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:candiceodgers"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:andrewprzybylski"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:jeantwenge"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:christopherferguson"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:us"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:suicide"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:suiciderate"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:well-being"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:eu"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:europe"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:videogames"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:dungeonsanddragons"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:media"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:stevenlevy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:web"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:online"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:health"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:publichealth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:mentalhealth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:taylorlorenz"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:wellbeing"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.youtube.com/watch?v=rzYvK-GwMCg">
    <title>E05 | The Invisible World of Sound with Nicolas Sowers - YouTube</title>
    <dc:date>2024-09-27T05:23:31+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=rzYvK-GwMCg</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["In this episode of Third Space, host Sola Da Silva joins sound architect Nicolas Sowers, founder of Timbre Architecture and Sound [https://www.timbrearchitects.com/ ], for a sound walk along the LA River. They investigate the diverse soundscapes embedded in urban settings and discuss the role of intentional sound design in enhancing architectural spaces including individuals with varying needs.

hello@thirdspacemedia.co
https://bio.site/thirdspacemedia.co"

[also here:
https://open.spotify.com/episode/1tLMrRFJKHiyzjvfGbiIXE ]]]></description>
<dc:subject>nicksowers soladasilva 2024 losangeles lariver losangelesriver urban urbanism fieldrecording sound sounds landscape architecture wellbeing nature infrasound listening water hydrophones sanfrancisco bayarea cities seattle geoffmanaugh libraries soundscapes cathedrals capitalism trauma well-being multispecies morethanhuman disabilities recording attention senses allthesenses sensory wildlife birds presence sanctuary quiet parks southseattle oakland bryanfinoki fieldrecordings design environment inspiration experience thirdspace thirdspaces soccer futbol sensitivity audio human humans bodies brain space teens youth comfort football</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:e6860a734f9f/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:nicksowers"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:soladasilva"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2024"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:losangeles"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:lariver"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:losangelesriver"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:urban"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:urbanism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:fieldrecording"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:sound"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:sounds"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:landscape"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:architecture"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:wellbeing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:nature"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:infrasound"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:listening"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:water"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:hydrophones"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:sanfrancisco"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:bayarea"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:cities"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:seattle"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:geoffmanaugh"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:libraries"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:soundscapes"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:cathedrals"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:capitalism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:trauma"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:well-being"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:multispecies"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:morethanhuman"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:disabilities"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:recording"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:attention"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:senses"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:allthesenses"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:sensory"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:wildlife"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:birds"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:presence"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:sanctuary"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:quiet"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:parks"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:southseattle"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:oakland"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:bryanfinoki"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:fieldrecordings"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:design"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:environment"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:inspiration"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:experience"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:thirdspace"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:thirdspaces"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:soccer"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:futbol"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:sensitivity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:audio"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:human"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:humans"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:bodies"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:brain"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:space"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:comfort"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:football"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://thereader.mitpress.mit.edu/being-good-parents-means-having-hard-conversations/">
    <title>Being Good Parents Means Having Hard Conversations | The MIT Press Reader</title>
    <dc:date>2024-08-19T22:34:59+00:00</dc:date>
    <link>https://thereader.mitpress.mit.edu/being-good-parents-means-having-hard-conversations/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["There’s a fine line to tread between preparing our kids for the challenges their generation will face, and not bombarding them too soon with harsh reality."
]]></description>
<dc:subject>children parenting 2024 elizabethcripps consumerism culture politics feminism sexism environment nature climatechange labeling cathrinejansson-boyd teens youth conversation race racism reality sai'iydashabazz alicebaderin melindawennermoyer psychology philosophy activism anjalisharma susanclayton childhood pragyaagarwal mentalhealth resilience climatejustice harrietshugarman herbertmurungi xolifuyani education howweteach teaching equality antiracism thomasgradgrind charlesdickens developmentalpsychology authority sympathy empathy power authoritarianism maryeberlylewis scottfranz socraticmethod availability adults science</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:00d322ff1df6/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:parenting"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2024"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:elizabethcripps"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:consumerism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:culture"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:politics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:feminism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:sexism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:environment"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:nature"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:climatechange"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:labeling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:cathrinejansson-boyd"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:conversation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:race"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:racism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:reality"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:sai'iydashabazz"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:alicebaderin"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:melindawennermoyer"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:psychology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:philosophy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:activism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:anjalisharma"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:susanclayton"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:childhood"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:pragyaagarwal"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:mentalhealth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:resilience"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:climatejustice"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:harrietshugarman"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:herbertmurungi"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:xolifuyani"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howweteach"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:equality"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:antiracism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:thomasgradgrind"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:charlesdickens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:developmentalpsychology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:authority"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:sympathy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:empathy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:power"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:authoritarianism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:maryeberlylewis"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:scottfranz"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:socraticmethod"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:availability"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:adults"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:science"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.railgoods.com/poetry-book.html">
    <title>BART Lines - Teen Poetry Book - railgoods</title>
    <dc:date>2024-06-11T05:56:55+00:00</dc:date>
    <link>https://www.railgoods.com/poetry-book.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["This chapbook is a rousing collection of the winning poems from the BART Lines Teen Poetry Contest 2024. The book is a unique collectors’ item that celebrates the intersection of transit and poetry, as well as regional youth and their expansive imaginations.

The chapbook contains 31 poems written by local teen poets aged 14 to 19. Their works engage with an exciting array of subjects, forms, and meter, and make a compelling case for the power of poetry, like transit, to take you places.

Learn more about the BART Lines Teen Poetry Contest at bart.gov/bartlines
 

PRODUCT DETAILS:
Paperback
52 pages
ISBN 979-8-218-43800-5"

[video with some poems here:
https://www.youtube.com/watch?v=X-HkGWQzsE8 ]]]></description>
<dc:subject>poetry bart teens youth 2024 poems publictransit</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:6c27f3522536/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:poetry"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:bart"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2024"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:poems"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:publictransit"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.thecut.com/article/phones-teens-screentime-restrictions-jonathan-haidt.html">
    <title>The Social Lives of the Teens Who Don’t Have Phones</title>
    <dc:date>2024-05-31T00:40:33+00:00</dc:date>
    <link>https://www.thecut.com/article/phones-teens-screentime-restrictions-jonathan-haidt.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["They’re not in the group chat. But they’re not social pariahs either."]]></description>
<dc:subject>children adolescence adolescents youth smartphone socialmedia teens 2024 lizkrieger social</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:b53032ee88ce/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:adolescence"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:adolescents"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:smartphone"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:socialmedia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2024"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:lizkrieger"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:social"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://theconversation.com/how-teens-benefit-from-being-able-to-read-disturbing-books-that-some-want-to-ban-223533">
    <title>How teens benefit from being able to read ‘disturbing’ books that some want to ban</title>
    <dc:date>2024-05-02T00:08:37+00:00</dc:date>
    <link>https://theconversation.com/how-teens-benefit-from-being-able-to-read-disturbing-books-that-some-want-to-ban-223533</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["For one study, we spent a year in a public middle school in a small, mid-Atlantic town, observing and talking to eighth grade students whose teachers, rather than assigning the “classics” or traditional academic texts, let students choose what to read and gave them time to read daily in class. To support student engagement, they made available hundreds of contemporary books that are relevant to the students’ lives. The books included many of the titles currently being challenged, according to PEN America, which is a nonprofit that advocates against censorship, among other things. The titles include Ellen Hopkins’ “Identical,” Jay Asher’s “Thirteen Reasons Why,” Patricia McCormick’s “Sold,” and others that were banned because of themes of sex and violence.

We were interested in what the students perceived to be the consequences of reading young adult literature. They tended to read books they described as “disturbing.” At the end of the school year, we interviewed 71 of the students about changes in their reading and relationships with peers and family."]]></description>
<dc:subject>reading books teens youth empathy gayivey relationships howweread howwethink happiness literacy censorship libraries adolescence mentalhealth via:lukeneff</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:a8e3408ca159/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:reading"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:books"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:empathy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:gayivey"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:relationships"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howweread"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howwethink"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:happiness"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:literacy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:censorship"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:libraries"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:adolescence"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:mentalhealth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:via:lukeneff"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://elhilo.audio/podcast/apuestas-online-argentina/">
    <title>Fútbol, influencers y dinero “fácil”: la ludopatía adolescente en Argentina - El hilo</title>
    <dc:date>2024-04-29T04:59:57+00:00</dc:date>
    <link>https://elhilo.audio/podcast/apuestas-online-argentina/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["En 2022, los juegos de apuestas online recaudaron 105 mil millones de dólares en todo el mundo y se proyecta que en 2028 esa cifra supere los 210 mil millones. En un contexto de crecimiento acelerado y poca regulación de las apuestas online, las empresas enganchan a jóvenes en Argentina que viven en medio de una crisis económica interminable. En este episodio hablamos con la psicóloga Débora Blanca, que dirige Lazos en juego, una organización enfocada en el tratamiento de la ludopatía, para entender por qué la adicción a las apuestas se ha vuelto un problema entre menores de edad y cómo influyen la publicidad y el contexto político y cultural en este fenómeno. También conversamos con un dirigente de club y padre de un adolescente que se enganchó a las apuestas, que nos cuenta cómo entendieron que esta situación se había propagado."]]></description>
<dc:subject>2019 2020 2022 argentina 2024 online internet money gambling déborablanca lazosenjuego ludopatía health mentalhealth via:javierarbona addiction compulsivegambling pandemic covid-19 coronavirus advertising marketing betting regulation deregulation sports mauriciomacri soccer futbol football bocajuniors riverplate youth children teens inflation crisis economics crypto cryptocurrencies bitcoin anxiety depression suicide videogames gaming games twitch law legal us canada chile colombia spain españa uruguay</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:9b695e4e029f/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2019"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2020"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2022"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:argentina"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2024"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:online"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:internet"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:money"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:gambling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:déborablanca"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:lazosenjuego"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:ludopatía"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:health"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:mentalhealth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:via:javierarbona"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:addiction"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:compulsivegambling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:pandemic"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:covid-19"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:coronavirus"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:advertising"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:marketing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:betting"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:regulation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:deregulation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:sports"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:mauriciomacri"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:soccer"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:futbol"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:football"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:bocajuniors"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:riverplate"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:inflation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:crisis"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:economics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:crypto"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:cryptocurrencies"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:bitcoin"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:anxiety"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:depression"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:suicide"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:videogames"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:gaming"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:games"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:twitch"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:law"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:legal"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:us"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:canada"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:chile"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:colombia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:spain"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:españa"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:uruguay"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.youtube.com/watch?v=fKv1Mixv0Hk">
    <title>This is a teenager. Let's track hundreds of teens into adulthood using this huge dataset. - YouTube</title>
    <dc:date>2024-04-23T02:10:21+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=fKv1Mixv0Hk</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["We trace the paths of hundreds of teenagers, starting in 1997, to see how their childhood experiences affected their life outcomes.

View the interactive version at https://pudding.cool/2024/03/teenagers "

[via:
https://kottke.org/24/04/are-the-kids-alright-when-they-grow-up

See also:
https://www.bls.gov/nls/nlsy97.htm ]]]></description>
<dc:subject>childhood teens experience life 2024 inequality health income visualization data research 1997 education poverty</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:887265747586/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:childhood"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:experience"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:life"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2024"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:inequality"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:health"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:income"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:visualization"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:data"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:research"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:1997"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:poverty"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.youtube.com/watch?v=mOBqOP5XfR0">
    <title>The SDE Weekend 2 - Flying Squads Panel - YouTube</title>
    <dc:date>2023-09-01T22:18:06+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=mOBqOP5XfR0</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Flying Squads provide young people the opportunity to make decisions in a nurturing community of human connections. This is a Q&A with members of the Flying Squad groups. They answered questions about what they do on a day to day basis and shared some fun stories."

[See also:

"The SDE Weekend 3: Flying Squad Panel Q&A"
https://www.youtube.com/watch?v=9egyxp5n4N4 ]]]></description>
<dc:subject>flyingsquads unschooling deschooling urban urbanism children 2023 informallearning informal learning education howwelearn publictransit transportation exploration cities self-directed self-directedlearning activism youthliberation youth teens horizontality consensus democracy alternative boundaries risk risktaking</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:3c1ff215178f/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:flyingsquads"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:unschooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:deschooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:urban"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:urbanism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2023"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:informallearning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:informal"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howwelearn"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:publictransit"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:transportation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:exploration"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:cities"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:self-directed"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:self-directedlearning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:activism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youthliberation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:horizontality"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:consensus"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:democracy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:alternative"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:boundaries"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:risk"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:risktaking"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.youtube.com/watch?v=9egyxp5n4N4">
    <title>The SDE Weekend 3: Flying Squad Panel Q&amp;A - YouTube</title>
    <dc:date>2023-09-01T21:17:24+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=9egyxp5n4N4</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Flying Squads is a youth liberation and anti-oppression collective. We believe in the abolition of divided spaces between young people and the rest of their community. This means that Flying Squads step out of the classroom and off the playground and into public space as a form of youth activism."

[See also:

"The SDE Weekend 2 - Flying Squads Panel"
https://www.youtube.com/watch?v=mOBqOP5XfR0 ]]]></description>
<dc:subject>unschooling deschooling urban urbanism children flyingsquads 2023 informallearning informal learning education howwelearn publictransit transportation exploration cities self-directed self-directedlearning activism youthliberation youth teens horizontality consensus democracy alternative boundaries risk risktaking</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:9a15ec1263f4/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:unschooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:deschooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:urban"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:urbanism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:flyingsquads"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2023"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:informallearning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:informal"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howwelearn"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:publictransit"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:transportation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:exploration"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:cities"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:self-directed"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:self-directedlearning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:activism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youthliberation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:horizontality"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:consensus"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:democracy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:alternative"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:boundaries"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:risk"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:risktaking"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://mattwolf.info/Teenage">
    <title>Teenage - Matt Wolf</title>
    <dc:date>2023-08-22T17:28:26+00:00</dc:date>
    <link>https://mattwolf.info/Teenage</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[[direct link to video:
https://vimeo.com/86508716 ]

"Teenagers didn’t always exist. They had to be invented. As the cultural landscape around the world was thrown into turmoil during the industrial revolution, and with a chasm erupting between adults and youth, the concept of a new generation took shape. Whether in America, England, or Germany, whether party-crazed Flappers or hip Swing Kids, zealous Nazi Youth or frenzied Sub-Debs, it didn’t matter – this was a new idea of how people come of age. They were all “Teenagers.”

A hypnotic rumination on the genesis of youth culture from the end of the 19th century to the first half of the 20th, TEENAGE is a living collage of rare archival material, filmed portraits, and diary entries read by Jena Malone, Ben Whishaw, and others. Set to a contemporary score by Bradford Cox (Deerhunter / Atlas Sound), TEENAGE is a mesmerizing trip into the past and a riveting look at the very idea of “coming-of-age.” Premiered at the Tribeca, Hot Docs, and London Film Festivals. Oscilloscope Laboratories and Soda Pictures released the film in US and UK theaters in 2014. The film was broadcast on Arte WDR and through Europe."]]></description>
<dc:subject>teens youth children childhood history 2014 documentary film</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:6e88e0d4f86e/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:childhood"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:history"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2014"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:documentary"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:film"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://theanarchistlibrary.org/library/kevin-carson-commodified-rebellion-for-the-wage-slave">
    <title>Commodified Rebellion for the Wage-Slave | The Anarchist Library</title>
    <dc:date>2023-08-15T03:04:23+00:00</dc:date>
    <link>https://theanarchistlibrary.org/library/kevin-carson-commodified-rebellion-for-the-wage-slave</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Via Ross Heckmann on the Distributism yahoogroup. A quote from the Agrarian Wendell Berry’s book What Are People For?

<blockquote>Women have complained, justly, about the behavior of “macho” men. But despite their he-man pretensions and their captivation by masculine heroes of sports, war, and the Old West, most men are now entirely accustomed to obeying and currying the favor of their bosses. Because of this, of course, they hate their jobs--they mutter, “Thank God it’s Friday” and “Pretty Good for Monday”--but they do as they are told. They are more compliant than most housewives have been. Their characters combine feudal submissiveness with modern helplessness. They have accepted almost without protest, and often with relief, their dispossession of any usable property and, with that, their loss of economic independence and their consequent subordination to bosses. They have submitted to the destruction of the household economy and thus of the household, to the loss of home employment and self-employment, to the disintegration of their families and communities, to the desecration and pillage of their country, and they have continued abjectly to believe, obey, and vote for the people who have most eagerly abetted this ruin and who have most profited from it. These men, moreover, are helpless to do anything for themselves or anyone else without money, and so for money they do whatever they are told. They know that their ability to be useful is precisely defined by their willingness to be somebody else’s tool. Is it any wonder that they talk tough and worship athletes and cowboys? Is it any wonder that some of them are violent?</blockquote>

A related phenomenon is the manufactured “rebellion” of teens in high school and college, who know that forty or fifty years as docile “human resources” looms ahead, as surely as Thanksgiving looms for the condemned turkey. How many frat boys pose as Blutto Blutarsky as a way of pretending they won’t be a brown-nose Darren Stevens in five years? Likewise the “alternative” culture adopted by young adults as an over-compensation for their working life as white collar drones.

This insistent denial, this clutching at any psychological defense against the sheer repugnance of a “job,” this desperate need to believe that “this is not really us, this is not what we really do,” is quite understandable. We don’t cut loose our values, our priorities, our judgment, and our dignity, and leave them at the door when we enter our homes; but that’s exactly what we do in our existence on the job. For the majority of people throughout history, for the majority of Americans until around a hundred years ago, “work” was something we did on our own turf: the farmer or tradesman planned the order of his tasks as he saw fit, and carried them out from beginning to end in accordance with his own judgment and sense of workmanship. A “job,” on the other hand, amounts (as Berry said) to being somebody else’s tool. And the main reason for the change, a dead horse I’ve spent a considerable amount of time beating in this blog, is: We Was Robbed!

What’s more, it’s utterly unnatural. As a commentator on the local public access channel recently pointed out, we’re biologically designed to respond, when somebody won’t stop following us around and bugging us, by either kicking the crap out of them or getting away from them. But for eight hours or more at a time, we’re put into a situation where we’re expected to smile and nod, instead. No wonder so many people who get tired of smiling and nodding show up on the six o’clock news.

But less dramatically, it’s no wonder so many people drag themselves to their jobs every day with a sense of dread, and spend their lives in the real world attempting to prove that those jobs have nothing to do with who they really are.

It’s not by accident that the main lesson taught in the publik skools is the skills necessary to survive and advance in a hierarchy: to identify the person in a position to benefit us, identify what that authority figure expects and then do it, to feel a temporary easing-up of our permanent state of unfocused anxiety whenever that gold star is stuck on our paper or that extra item is added to our resume. Those are exactly the skills a job calls for. A job, as opposed to work, involves infantilization: a man with a job is, while on his employer’s turf, a glorified third-grader trying to win Teacher’s approval.

The sooner we restore a society where work is something we do, and not something we’re “given,” a society where we’re in control of our working lives, the sooner we can do away with fake machismo, commodified rebellion, and going postal."]]></description>
<dc:subject>2005 kevincarson rebellion anarchism wendellberry highschool teens youth psychology schools schooling unschooling deschooling society work machismo teaching education howweteach labor authority hierarchy capitalism</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:b1be35d6f58f/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2005"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:kevincarson"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:rebellion"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:anarchism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:wendellberry"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:highschool"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:psychology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schools"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:unschooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:deschooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:society"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:work"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:machismo"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howweteach"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:labor"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:authority"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:hierarchy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:capitalism"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.youtube.com/watch?v=pdQDYc-Kf0g">
    <title>No More Endless War: Spenser Rapone at the James Connolly Forum - YouTube</title>
    <dc:date>2023-01-06T23:59:44+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=pdQDYc-Kf0g</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Spenser Rapone enlisted as an infantryman out of high school in 2010, and deployed to Afghanistan in 2011. After returning from his combat tour, he applied and was accepted into the United States Military Academy at West Point, NY in 2012, graduating and receiving his commission in May 2016. Deciding he could no longer stomach the immorality of US imperialism, he spoke out against the reprehensible actions of the military in September 2017. He ultimately resigned his commission, and was separated from the Army in June 2018 with an Other Than Honorable discharge."]]></description>
<dc:subject>spenserrapone 2019 socialism military militaryindustrialcomplex capitalism activism revolution socialchange jamesconnolly iww radicalism us history stangoff antoniogramsci karlmarx violence politics roryfanning donaldtrump carnationrevolution foreverwar afghanistan iraq voluntaryenlistment poverty neoliberalism teens youth vulnerability povertydraft draft indoctrination radicalization veterans imperialism rojava organizing</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:2a1fc1ff0edc/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:spenserrapone"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2019"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:socialism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:military"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:militaryindustrialcomplex"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:capitalism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:activism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:revolution"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:socialchange"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:jamesconnolly"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:iww"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:radicalism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:us"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:history"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:stangoff"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:antoniogramsci"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:karlmarx"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:violence"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:politics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:roryfanning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:donaldtrump"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:carnationrevolution"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:foreverwar"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:afghanistan"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:iraq"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:voluntaryenlistment"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:poverty"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:neoliberalism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:vulnerability"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:povertydraft"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:draft"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:indoctrination"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:radicalization"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:veterans"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:imperialism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:rojava"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:organizing"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.akpress.org/trust-kids.html">
    <title>Trust Kids! Stories on Youth Autonomy and Confronting Adult Supremacy, carla bergman (Editor); Matt Hern (Foreword)</title>
    <dc:date>2022-10-25T16:14:30+00:00</dc:date>
    <link>https://www.akpress.org/trust-kids.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Trust Kids! weaves together essays, interviews, poems, and artwork from scholars, activists, and artists about our relationships with children in all areas of our lives.

The contributors of Trust Kids! write from different backgrounds, genders, ages, and sexualities and combine past lineages with more recent child-rearing ideas to offer a fresh, inspiring perspective. Many works on parenting and families wind up re-inscribing hierarchies by declaring how kids should be liberated. Trust Kids! insists on youth autonomy, listening to youth, and questioning adult supremacy on every page. At the heart of the book are conversations about all the ways that children can be included, loved, and cared for in more generative, just, and egalitarian ways. Its essays explore the liberatory potential of consent and autonomy in relationships among children, youth, and the adults in their lives. They also trace how oppressive attitudes toward children, far from being “natural” forms of kinship with the youngest members of our families and communities, have identifiable social and historical roots.


Praise for Trust Kids!

"Trust Kids! is wild and playful and challenging and engaging. Like those playground conversations with other parents. Like stories children tell around kitchen tables. Like the exhilarating possibility that the future is, in fact, in good hands if we just trust kids."
—Tomas Moniz, author of Big Familia

"Trust Kids! is based on the radical premise that 'solidarity begins at home.' Recognizing that we reproduce the seeds of hierarchy in our everyday relationships, this horizon-expanding book not only offers guidance for youth liberation and intergenerational justice but also prefigures an alternative to adult supremacy. Drawing on and interweaving voices across generations, this collection of essays, interviews, poems, and art centers young folks' perspectives and wisdom. Rather than prescribing a blueprint for revolution, the authors present a diversity of creative approaches to how adults can learn to trust kids more deeply and immediately co-create our futures together."
—Eli Meyerhoff, author of Beyond Education: Radical Studying for Another World

Featuring essays and poems by:
carla joy bergman, Curiousism Cyphers, Noleca Radway, Helen Hughes, Dani Burlison, Enfys Craft, Uilliam Joy Bergman, Yasamin Holland, Tim Holland, Idzie Desmarais, Akilah S. Richards, Meghan Carrico, chris time steele, Antonio Buehler, Sara Zacuto, Rebecca Solnit, Tasnim Nathoo, Jon Pawson, Maya Motoi, Wakaba, Joanna Motoi, Cindy White, kitty sipple, Chris Mercogliano, Lily Mercogliano Easton, Stacey Patton, Toby Rollo, Gustavo Esteva, Madhu S. Prakash, Dana L. Stuchul, Gabriel Zacuto, and Zach Bergman.
 
Features art by: ck nosun, Chris Bergman, Anon, Tasnim Nathoo, Gabriel Zacuto, and Grant Hoskins aka Gadzooks Bazooka.
 
Cover art by: Mona Caron

carla joy bergman is an independent scholar, writer, podcaster, and mom. She has spent the past two decades working in her community to create collaborative multi-media platforms that range from print to films. carla loves to zoom in on the in-between happenings and issues and to bust binaries. She is the co-author of Joyful Militancy (AK Press, 2017) and co-founder of Grounded Futures, and is continuing to write on a variety of subjects. She lives in Vancouver, Canada.

Matt Hern lives and works in east Vancouver, where he founded the Purple Thistle Center and Car-Free Vancouver Day. A former sportswriter and a radical urbanist whose writing has been published on six continents and in ten languages, he is the author of Big Moves (McGill-Queen's University Press, 2020) and Common Ground in a Liquid City (AK Press, 2010), which was shortlisted for the Vancouver Book Award."]]></description>
<dc:subject>carlabergman matthern unschooling deschooling children youth adolescence teens 2022 books carlajoybergman curiousismcyphers nolecaradway helenhughes daniburlison enfyscraft uilliamjoybergman yasaminholland timholland idziedesmarais akilahrichards meghancarrico christimesteele antoniobuehler sarazacuto rebeccasolnit tasnimnathoo jonpawson mayamotoi wakaba joannamotoi cindywhite kittysipple chrismercogliano lilymercoglianoeaston staceypatton tobyrollo gustavoesteva madhuprakash danastuchul gabrielzacuto zachbergman chrisbergman anon tasnimmathoo granthoskins gadzooksbazooka monacaron activism adultsupremacy youthliberation liberation autonomy relationships oppression tomasmoniz elimeyerhoff</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:03571644dfb7/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:carlabergman"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:matthern"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:unschooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:deschooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:adolescence"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2022"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:books"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:carlajoybergman"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:curiousismcyphers"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:nolecaradway"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:helenhughes"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:daniburlison"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:enfyscraft"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:uilliamjoybergman"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:yasaminholland"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:timholland"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:idziedesmarais"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:akilahrichards"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:meghancarrico"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:christimesteele"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:antoniobuehler"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:sarazacuto"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:rebeccasolnit"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:tasnimnathoo"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:jonpawson"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:mayamotoi"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:wakaba"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:joannamotoi"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:cindywhite"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:kittysipple"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:chrismercogliano"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:lilymercoglianoeaston"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:staceypatton"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:tobyrollo"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:gustavoesteva"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:madhuprakash"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:danastuchul"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:gabrielzacuto"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:zachbergman"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:chrisbergman"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:anon"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:tasnimmathoo"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:granthoskins"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:gadzooksbazooka"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:monacaron"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:activism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:adultsupremacy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youthliberation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:liberation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:autonomy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:relationships"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:oppression"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:tomasmoniz"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:elimeyerhoff"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://newpublic.org/article/1654/gen-z-refuses-to-be-locked-in">
    <title>Gen Z refuses to be locked in | New_ Public Magazine</title>
    <dc:date>2021-09-23T16:54:42+00:00</dc:date>
    <link>https://newpublic.org/article/1654/gen-z-refuses-to-be-locked-in</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["How teens invent workarounds against the worst parts of centralized tech"

...

"Across all of these conversations, the themes of decentralization, multiplicity, and digital diversity kept reappearing in the way youth described their preferred ways of socializing online. Far from accepting the kind of centralized vision of interaction that would be required to sustain the “metaverse” (the tech futurist fixation of the moment), youth are busy segmenting and compartmentalizing their social engagement across different platforms according to their own needs. They recognize both their vulnerability to an industry determined to monetize them, and their power to push back.

As with many cycles of technology, these practices aren’t entirely new; when I was studying youth and technology at the Pew Research Center, we wrote about the fluid nature of teens’ online identities and social lives as early as 2001. At the time, our team found that teens were leveraging the as-of-then entirely new affordances of digital media to experiment with multiple personas and layers of privacy and publicity in how they socialized online. It’s hard to overstate how radical this was at that moment; in the pre-internet world, those who assumed alternate identities or pseudonyms were seen as suspicious. But much of the exuberance for the freedoms of the early web was rooted in the ability to “try on” different identities. For the teens we interviewed, simply maintaining multiple email and instant messaging accounts was an early form of social decentralization that gave them the ability to be someone else—or many someone elses—online.

By 2013, our research at Pew found a new kind of fragmentation and decentralization happening; after several years of rapid adoption and fervent engagement by youth, many teens we spoke with were expressing waning enthusiasm for Facebook. They disliked the increasing number of adults on the site, got annoyed when their Facebook friends were sharing inane details, and  were drained by the “drama” that they described as happening frequently on the site. The stress of needing to manage a more public reputation on Facebook also contributed to their lack of enthusiasm about sharing content. Nevertheless, even as Instagram and Snapchat became preferred platforms for youth, teens felt they still needed to maintain some presence on Facebook in order to keep up with news and updates from their other networks.

 

The practices of today’s youth are potentially more seismic. Contrary to the goals of Big Tech’s investments, young people are shifting their time, content, and data away from mainstream social apps to a much more fragmented and less public kaleidoscope of communications and communities. More than previous generations, young people are now explicitly and thoughtfully controlling their boundaries of in-groups and out-groups. 

 

In some cases, they’re using multiple accounts (variously referred to as Finstas, burner accounts, and spam accounts, etc.). For their strong ties, they are largely socializing through interactions where there’s some shared trust framework and they can be at least partially shielded from whatever their current “public” is—whether that’s everyone at school, their extended family, or church group. This is sometimes done through social media and messaging apps—but sometimes it’s easier just to hang out on FaceTime for hours on end and avoid social media altogether."]]></description>
<dc:subject>marymadden 2021 internet online walledgardens identity youth teens genz generationz multiplicity snapchat instagram socialmedia finsta finstas social socialnetworking decentralization centralization web learning howwelearn resistance change unschooling deschooling zoomers</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:26fef5a6ca8e/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:marymadden"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2021"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:internet"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:online"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:walledgardens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:identity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:genz"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:generationz"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:multiplicity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:snapchat"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:instagram"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:socialmedia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:finsta"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:finstas"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:social"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:socialnetworking"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:decentralization"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:centralization"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:web"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howwelearn"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:resistance"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:change"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:unschooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:deschooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:zoomers"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.wsj.com/articles/the-facebook-files-11631713039">
    <title>The Facebook Files - WSJ</title>
    <dc:date>2021-09-21T00:07:37+00:00</dc:date>
    <link>https://www.wsj.com/articles/the-facebook-files-11631713039</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[“Facebook Inc. knows, in acute detail, that its platforms are riddled with flaws that cause harm, often in ways only the company fully understands. That is the central finding of a Wall Street Journal series, based on a review of internal Facebook documents, including research reports, online employee discussions and drafts of presentations to senior management.

Time and again, the documents show, Facebook’s researchers have identified the platform’s ill effects. Time and again, despite congressional hearings, its own pledges and numerous media exposés, the company didn’t fix them. The documents offer perhaps the clearest picture thus far of how broadly Facebook’s problems are known inside the company, up to the chief executive himself.”

…

_01 Facebook Says Its Rules Apply to All. Company Documents Reveal a Secret Elite That’s Exempt
By Jeff Horwitz

https://www.wsj.com/articles/facebook-files-xcheck-zuckerberg-elite-rules-11631541353?mod=article_inline
https://www.wsj.com/podcasts/the-journal/the-facebook-files-part-1-the-whitelist/aa216713-15af-474e-9fd4-5070ccaa774c?mod=article_inline

Mark Zuckerberg has said Facebook allows its users to speak on equal footing with the elites of politics, culture and journalism, and that its standards apply to everyone. In private, the company has built a system that has exempted high-profile users from some or all of its rules. The program, known as “cross check” or “XCheck,” was intended as a quality-control measure for high-profile accounts. Today, it shields millions of VIPs from the company’s normal enforcement, the documents show. Many abuse the privilege, posting material including harassment and incitement to violence that would typically lead to sanctions. Facebook says criticism of the program is fair, that it was designed for a good purpose and that the company is working to fix it.

…

_02 Facebook Knows Instagram Is Toxic for Many Teen Girls, Company Documents Show
By Georgia Wells, Jeff Horwitz and Deepa Seetharaman

https://www.wsj.com/articles/facebook-knows-instagram-is-toxic-for-teen-girls-company-documents-show-11631620739?mod=hp_lead_pos7&mod=article_inline
https://www.wsj.com/podcasts/the-journal/the-facebook-files-part-2-we-make-body-image-issues-worse/c2c4d7ba-f261-4343-8d18-d4de177cf973?mod=article_inline

Researchers inside Instagram, which is owned by Facebook, have been studying for years how its photo-sharing app affects millions of young users. Repeatedly, the company found that Instagram is harmful for a sizable percentage of them, most notably teenage girls, more so than other social-media platforms. In public, Facebook has consistently played down the app’s negative effects, including in comments to Congress, and hasn’t made its research public or available to academics or lawmakers who have asked for it. In response, Facebook says the negative effects aren’t widespread, that the mental-health research is valuable and that some of the harmful aspects aren’t easy to address.

…

_03 Facebook Tried to Make Its Platform a Healthier Place. It Got Angrier Instead.
By Keach Hagey and Jeff Horwitz

https://www.wsj.com/articles/facebook-algorithm-change-zuckerberg-11631654215?mod=article_inline
https://www.wsj.com/podcasts/the-journal/the-facebook-files-part-4-the-outrage-algorithm/e619fbb7-43b0-485b-877f-18a98ffa773f?mod=article_inline

Facebook made a heralded change to its algorithm in 2018 designed to improve its platform—and arrest signs of declining user engagement. Mr. Zuckerberg declared his aim was to strengthen bonds between users and improve their well-being by fostering interactions between friends and family. Within the company, the documents show, staffers warned the change was having the opposite effect. It was making Facebook, and those who used it, angrier. Mr. Zuckerberg resisted some fixes proposed by his team, the documents show, because he worried they would lead people to interact with Facebook less. Facebook, in response, says any algorithm can promote objectionable or harmful content and that the company is doing its best to mitigate the problem.

…

_04 Facebook Employees Flag Drug Cartels and Human Traffickers. The Company’s Response Is Weak, Documents Show.
By Justin Scheck, Newley Purnell and Jeff Horwitz

https://www.wsj.com/articles/facebook-drug-cartels-human-traffickers-response-is-weak-documents-11631812953?mod=article_inline
https://www.wsj.com/podcasts/the-journal/the-facebook-files-part-3-this-shouldnt-happen-on-facebook/0ec75bcc-5290-4ca5-8b7c-84bdce7eb11f?mod=article_inline

Scores of Facebook documents reviewed by The Wall Street Journal show employees raising alarms about how its platforms are used in developing countries, where its user base is huge and expanding. Employees flagged that human traffickers in the Middle East used the site to lure women into abusive employment situations. They warned that armed groups in Ethiopia used the site to incite violence against ethnic minorities. They sent alerts to their bosses about organ selling, pornography and government action against political dissent, according to the documents. They also show the company’s response, which in many instances is inadequate or nothing at all. A Facebook spokesman said the company has deployed global teams, local partnerships and third-party fact checkers to keep users safe.

…

_05 How Facebook Hobbled Mark Zuckerberg’s Bid to Get America Vaccinated
By Sam Schechner, Jeff Horwitz and Emily Glazer

https://www.wsj.com/articles/facebook-mark-zuckerberg-vaccinated-11631880296?mod=article_inline

Facebook threw its weight behind promoting Covid-19 vaccines—“a top company priority,” one memo said—in a demonstration of Mr. Zuckerberg’s faith that his creation is a force for social good in the world. It ended up demonstrating the gulf between his aspirations and the reality of the world’s largest social platform. Activists flooded the network with what Facebook calls “barrier to vaccination” content, the internal memos show. They used Facebook’s own tools to sow doubt about the severity of the pandemic’s threat and the safety of authorities’ main weapon to combat it. The Covid-19 problems make it uncomfortably clear: Even when he set a goal, the chief executive couldn’t steer the platform as he wanted. A Facebook spokesman said in a statement that the data shows vaccine hesitancy for people in the U.S. on Facebook has declined by about 50% since January, and that the documents show the company’s “routine process for dealing with difficult challenges.

…

_06 Facebook’s Effort to Attract Preteens Goes Beyond Instagram Kids, Documents Show
By Georgia Wells and Jeff Horwitz

https://www.wsj.com/articles/facebook-instagram-kids-tweens-attract-11632849667

Facebook has come under increasing fire in recent days for its effect on young users. Inside the company, teams of employees have for years been laying plans to attract preteens that go beyond what is publicly known, spurred by fear that it could lose a wave of users critical to its future. “Why do we care about tweens?” said one document from 2020. “They are a valuable but untapped audience.” Adam Mosseri, head of Instagram, said Facebook is not recruiting people too young to use its apps—the current age limit is 13—but is instead trying to understand how teens and preteens use technology and to appeal to the next generation.”]]></description>
<dc:subject>facebook markzuckerberg 2021 ethics instagram socialmedia online democracy inequality drugcartels humantrafficking samschechner jeffhorwitz emilyglazer keachhagey georgiawells deepaseetharaman evil elitism teens youth girls bodyimage outrage politics misinformation pandemic vaccines vaccination</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:53f9fab134d3/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:facebook"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:markzuckerberg"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2021"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:ethics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:instagram"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:socialmedia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:online"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:democracy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:inequality"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:drugcartels"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:humantrafficking"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:samschechner"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:jeffhorwitz"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:emilyglazer"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:keachhagey"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:georgiawells"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:deepaseetharaman"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:evil"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:elitism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:girls"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:bodyimage"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:outrage"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:politics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:misinformation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:pandemic"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:vaccines"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:vaccination"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.youtube.com/watch?v=Po8-5Kdsf0c">
    <title>Ep. 33 - Blake Boles / Author, &quot;Why Are You Still Sending Your Kids to School?&quot; - YouTube</title>
    <dc:date>2021-08-18T19:38:00+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=Po8-5Kdsf0c</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Blake Boles is the founder of Unschool Adventures and the author of Why Are You Still Sending Your Kids to School?, The Art of Self-Directed Learning, Better Than College, and College Without High School. He hosts the Off-Trail Learning podcast and has delivered over 75 presentations for education conferences, alternative schools, and parent groups. 

In 2003 Blake was studying astrophysics at UC Berkeley when he stumbled upon the works of John Taylor Gatto, Grace Llewellyn, and other alternative education pioneers. Deeply inspired by the philosophy of unschooling, Blake custom-designed his final two years of college to focus exclusively on education theory. After graduating he joined the Not Back to School Camp community and began writing and speaking widely on the subject of self-directed learning.

In his previous lives, Blake worked as a high-volume cook, delivery truck driver, summer camp director, Aurora Borealis research assistant, math tutor, outdoor science teacher, camp medic, ski resort market researcher, web designer, and windsurfing instructor. His passion is sharing his enthusiasm and experience with young adults who are blazing their own trails through life. 

Why Are You Still Sending Your Kids to School → https://www.amazon.com/Still-Sending-Your-Kids-School/dp/0986011975

Unschool Adventures → https://www.unschooladventures.com "]]></description>
<dc:subject>mattbarnes 2021 education unschooling deschooling learning howwelearn self-directed self-directedlearning schooling schooliness catherinefraise michaelstrong children schools johntaylorgatto gracellewellyn alternative notbacktoschoolcamp parenting research sudburyvalleyschool sudburyschools control freedom autonomy purity partnership orthodoxy responsibility blackboles colleges universities collegeadmissions youth teens social isolation class economics society motivation intrinsicmotivation testing standardizedtesting standardization liminalspaces rules libraries coworking openstudioproject coercion compulsory choice</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:edc85aedecf4/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:mattbarnes"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2021"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:unschooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:deschooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howwelearn"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:self-directed"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:self-directedlearning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schooliness"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:catherinefraise"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:michaelstrong"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schools"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:johntaylorgatto"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:gracellewellyn"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:alternative"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:notbacktoschoolcamp"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:parenting"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:research"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:sudburyvalleyschool"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:sudburyschools"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:control"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:freedom"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:autonomy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:purity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:partnership"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:orthodoxy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:responsibility"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:blackboles"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:colleges"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:universities"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:collegeadmissions"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:social"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:isolation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:class"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:economics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:society"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:motivation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:intrinsicmotivation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:testing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:standardizedtesting"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:standardization"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:liminalspaces"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:rules"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:libraries"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:coworking"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:openstudioproject"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:coercion"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:compulsory"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:choice"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://chia.dev/fifteen/parti.html">
    <title>fifteen [“A video series about myself and my failure to grow up.”]</title>
    <dc:date>2020-11-26T23:19:55+00:00</dc:date>
    <link>https://chia.dev/fifteen/parti.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["how could you fall in love with someone through screens and words and exchanged ideas and thoughts"]]></description>
<dc:subject>chiaraamisola socialmedia computing interenet web storytelling form writing howwewrite youtube multimedia teens youth friendship adolescence stories video sound</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:2a8b81d657dd/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:chiaraamisola"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:socialmedia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:computing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:interenet"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:web"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:storytelling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:form"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:writing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howwewrite"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youtube"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:multimedia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:friendship"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:adolescence"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:stories"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:video"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:sound"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://raisingfreepeople.com/193/">
    <title>Ep 193: Developing a Self-directed Mindset - Raising Free People™ Network</title>
    <dc:date>2020-11-08T21:14:05+00:00</dc:date>
    <link>https://raisingfreepeople.com/193/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["On this week’s episode you will be privy to an intergenerational conversation between mother and daughter, our special guest is Marley @mrlamai, unschooler and SDE advocate.

Marley and Akilah talk about some of the ways that the skills that come with self-directedness are translatable in our current context of being at home, as we figure out how to pivot away from scholishness. Marley talks about some of the experiences and differences that she had with friends that have been raised with a conventional schooling mindset in comparison to her unschooling peers. 

WHAT WE DISCUSS

Emotional skills management

Marley shares what she perceived as a lack of emotional skills management that schoolish people tend to have, the difficulties in communicating emotions, expressing their needs and taking action on those needs. If people come from a place where they have the tools to communicate their emotions, identify boundaries and develop emotional skills management, they’ll be able to nurture healthy and trustworthy relationships with others and themselves.

The skills that are honed in a self-directed practice show up quite usefully in moments of conflict. It’s key to be able to think beyond the reaction and be able to ask questions, and move away from the schoolish mindset of punishing the reaction instead of exploring the cause.

Efficiency vs Long-term relationships

Akilah talks about cooperative leadership, the importance of focusing more on the people that are involved in the processes rather than just thinking about the efficiency factor. They chat about how in SDE you can find ways to have efficiency from a human approach in a long term process. Unschooling needs to be seen not only from an educational framework, but also in how we want things to be developed in our own lives.

Marley also talks about her experience on how to be financially responsible and how she still struggles with the fear of not being capable of managing her money: Scholishness shows up when you are not equipped with the skills that you need to act upon it, by being really hard on yourself.

Think, Ask and Listen

They conclude that self-directedness is developed over time, and is a mindset that is applicable to everyone, though it can look vastly different for each person. A consistent deschooling practice will give you the tools to develop a connection with your emotions, needs, and boundaries, and those of others."]]></description>
<dc:subject>akilahrichards marleyrichards unschooling deschooling teens youth children 2020 education learning howwelearn oppression liberation schooliness schooling schools covid-19 coronavirus relationships efficiency cooperation leadership process responsibility money self-directed self-directedlearning parenting plants slow howwlearn emotions</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:186697e4f8e1/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:akilahrichards"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:marleyrichards"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:unschooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:deschooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2020"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howwelearn"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:oppression"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:liberation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schooliness"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schools"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:covid-19"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:coronavirus"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:relationships"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:efficiency"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:cooperation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:leadership"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:process"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:responsibility"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:money"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:self-directed"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:self-directedlearning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:parenting"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:plants"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:slow"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howwlearn"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:emotions"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://anarchiststudies.noblogs.org/article-a-need-for-more-room-notes-on-colin-wards-ungovernable-urbanism/">
    <title>Article: A Need for More Room. Notes on Colin Ward’s Ungovernable Urbanism – AnarchistStudies.Blog</title>
    <dc:date>2020-10-28T23:55:22+00:00</dc:date>
    <link>https://anarchiststudies.noblogs.org/article-a-need-for-more-room-notes-on-colin-wards-ungovernable-urbanism/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[“[This article first appeared in March 2020 as ‘Un besoin d’espace. Notes sur l’urbanité ingouvernable de Colin Ward’ as a new postface to the French Edition of Colin Ward’s The Child in The City, L’enfant dans la ville (translated by Léa Nicolas-Teboul), published by Etrerotopia France. You can read an interview on Freedom News between Alessio Kolioulis and Jim Donaghey about the new publication, Ward’s influences, his own subsequent scholarly and professional impact, and Ward’s reception beyond the UK.] 

The Child in the City [CiC] is a book about education and planning, two of Colin Ward’s lifelong interests. As examined in the book, these two fields of politics indicate the range of terrains where planners and teachers should rethink the relationship between children, young people and the society in which they grow.

In particular, the book has the merit of exploring the social and spatial constellation between a child’s home and the school. The street, a bridge between the bedroom and the classroom, is an extension of both places, especially for children with little privacy or no garden at home, and for those adapting to overcrowded classrooms. Obviously, Ward was uninterested in issues related to overpopulation, a discourse that has gained some attention in the current climate crisis. For him, the need for adequate houses and schools was a reflection of the quality of educational systems at a time of rapid urbanisation. These aspects remain critical, and some of the challenges that educators and planners face today are the same as those identified in CiC.

The Child in the City, published in 1978, appeared after Housing: An Anarchist Approach (1976)[1] and before Arcadia for All: The Legacy of a Makeshift Landscape (1984).[2] As a planner with a background in architecture and as a researcher investigating British cities in the post-war period, Ward is profoundly inspired by the action-research of the Garden City Movement founded by Ebenezer Howard, the same movement that gave birth to the Town and Planning Association, where he worked at the time of writing CiC.[3]

Being an unorthodox anarchist operating in institutional settings enabled Ward to become a vocal public figure. He collaborated with national and multinational organisations such as The United Nations Educational, Scientific and Cultural Organization (UNESCO). These collaborations suggest a strategical belief in the institutionalisation of anarchism and its ideas. Ward was an advocate of the expansion of community and cooperative practices in the planning process. By trying to find a bridge between these spaces, Ward’s intervention in the development discourse of the late decolonial process of the 1970s was aimed at shifting institutional practices in a positive, but more-often-than-not difficult, dialogue with policy makers, prompting change through political education. The question of the role of education permeates Ward’s politics, and, in turn, its urban dimension.

Ward, who had expansive interests encompassing education, planning, architecture and politics, was often invited to give lectures, predominantly in anglophone countries, and he regularly attended conferences and events organised by progressive education groups. A fundamental collection that demonstrates Ward’s passion for renewed political education is the valuable Talking Schools.[4] Published by Freedom Press, the notable publisher for which Ward worked as editor of Anarchy, and which continues to operate in East London, the book collects ten lectures addressing teachers and educators, and is a noteworthy resource for those wanting to dig deeper into the issues raised in CiC.



In one of these lessons, Ward stressed that while writing CiC he was not interested in childhood, but in the politics of “land-use conflict”.[5] With this expression, Ward refers to the wide array of contested spaces that compose the city. The child can be at conflict with a city that systematically rejects the dreams and imaginations of those growing up in them.

On this point – the conflicts of and for urban space – Ward’s thinking was significantly influenced by Paul Goodman, another anarchist, and Goodman’s masterwork Growing Up Absurd directly and positively influenced CiC. Goodman was a New York-based writer, journalist and psychotherapist as well as a ferocious critic of the organised moral corruption at the heart of the “will to govern”. With his brother Percival, an architect, he wrote the seminal book Communitas, which, thanks to the supportive promotion of Lewis Mumford, was republished in 1960 with a chapter promoting a ban on cars. The focus on the development of infrastructures, argued the Goodmans, was accelerating the conurbation of city and country at the expense of the urban poor.[6] Instead of integrating the country, the city was pushing its margins ever further away.

Ashamed of the condition of towns and cities that North American society was leaving to its future generations, Paul Goodman argued that children can become conscious adults only if they learn how to shape their environments. In psychological terms, according to Goodman, children need “adequate objects” to experience the city.[7] Yet, cities in the US were being expanded and redeveloped under the systematic marginalisation of groups, which purposefully created chaotic and derisory living conditions. Such conditions were threatening the psychic organisation of the child.

Meanwhile, state-led interventions actively advanced the ethnic and class segregation of American cities, increasing what officials called delinquency. Anarchists like Goodman interpreted these official policies as an extension of the economy that created jobs for state apparatuses. Under a racist economic regime, excluding and controlling people was profitable. Thus, following Lewis Mumford’s 20-year long critique of New York’s City Planning Commission and its modern masterplans, in Growing Up Absurd Goodman denounced the farcical relocations of low-income families into inadequate blocks that characterised the regeneration projects of the first half of the twentieth century in New York. How can a teenager live in a small flat, day and night, where a family share one bedroom? Juvenile delinquency, argued Goodman, was manufactured by urban planners.

In addition to the early signs of an incoming planetary gentrification, worthwhile relational activities and manual work were demonised even by unions. When unions ceased to protest the loss of manual jobs in the name of fighting alienation, Goodman concluded, people not only accepted these new conditions, but forgot Marxism altogether.[8] This dual transformation – of cities and of jobs – produced a society in which young people struggled to be recognised. The lack of trust in them made children feel worthless and not listened to. But for children to grow into adults, they need to be taken seriously. This is among the key lessons of anarchist education, a message that is present throughout Goodman’s and Ward’s books.

While the Left was retreating from its usual terrains, Goodman and Ward witnessed the profound changes of working-class neighbourhoods in and beyond New York and London. Both anarchists studied the new class structure of the urban poor, quickly realising the need to look beyond the low schooling rates of migrant communities. With their background in planning, they moved their attention towards the impact of housing conditions on social outcomes. In addition, a process of de-industrialisation put pressures on richer and now adult migrants ready to enter better paid jobs, only to discover that these jobs were disappearing. As a consequence, for racialised communities such as Hispanic and African Americans in New York and Asian and Caribbean people in London, education was failing them.

Overcrowded schools maintained by underpaid teachers turned into waiting rooms or, worse, prisons. As Ward argues in CiC, working class families needed a form of education that was practical and that responded to immediate local needs. These were among the reasons why Ward advocated for curricula to be de-nationalised. Thus, at the end of the Fordist era, solutions had to be fought for and found at the grassroots level and outside the expertise of decision-making institutions.

In the preface to the American edition of his friend John Turner’s breakthrough book Housing by People, Ward summarises in a few beautiful lines the problem with experts.

The moment that housing, a universal human activity, becomes defined as a problem, a housing problems industry is born, with an army of experts, bureaucrats and researchers, whose existence is a guarantee that the problem won’t go away.[9]

Turner was among the first planners to celebrate the achievements of informal urbanism against the violence of slum upgrading and regeneration plans.

Once again, Ward’s mission is to educate planners and architects about the pragmatic solutions that people around the world were applying to growing cities and settlements. Ward’s books such as The Allotment: its landscape and culture[10] and Goodnight campers! The history of the British holiday camp[11] are testament to a strenuous research to document and map the possibility of autonomy within the city.

But there cannot be autonomy without progressive education. It is therefore important to look more closely at Ward’s anarchist approach to education. As Ward wrote, “the anarchist approach has been more influential in the field of education than in other fields of life”.[12] Progressive education was the major interest of the anarchist movement of the 1960s, as education was seen as a tool to expand people’s political participation. As Ward put it, “education should mean joy”, but, as the expression suggests, education too often fails children and young people by depressing their creativity and their desire to play. A question that accompanied Ward’s life was how to build a society in which each generation can live for itself, without the Moloch of the future.

Ward was deeply interested in the history of anarchist education and focused especially on the 19th century English and American contexts. In opposition to the conceptual framework offered by the revolutionary French rationalists, in which education was a priority and a task of a well-functioning state, Ward reflected on the imposition of a national education system that led to the suppression of working-class forms of education in 1860s Britain. With no bounds to the church or to the state, such schools were seen by families as close to the needs of their communities. They did not have registers and were flexible with punctuality. Furthermore, community education taught practical things rather than moral orders!

While Ward is interested in alternative education, such as Steiner’s anthroposophy and the Ferrer schools, there are two major influences that must be mentioned to sketch a fair portrayal of his educational philosophy: William Godwin and Mary Wollstonecraft. For decades Godwin and Wollstonecraft were primarily known as the parents of Mary Shelley, author of Frankenstein. However, in an intellectual struggle to give voice to forgotten radicals, Ward had put some effort into the renovation of Godwin and Wollstonecraft’s ideas against a national education. Against Rousseau, the early anarchist approach Ward is interested in lies in the separation of society and state. Following Godwin’s effort to think of a non-governmental society, for Ward education should remain outside the remit of the state, as governments injure children with ideas of permanence and obedience. National curricula are too narrowly aligned with national governments.[13]

Finally, I would like to conclude with a more technical and critical note that may suggest some interesting trajectories, as well as gaps, in Ward’s philosophy. In the very short preface to the second edition of CiC published by Bedford Square Press in 1990, Colin Ward writes, almost with a tone of excuse, about the decision not to republish the photos by Ann Golzen included in the beautiful first edition of 1978.[14] There are three reasons for this choice. The first reason is economical, and concerns a greater accessibility and wider distribution of the book. The second reason is that the discussion with social workers and teachers that the book sparked in the twelve years following the first edition gave rise to a collective reflection on the possible consequences that images have on children. In retrospect, the collection seemed to be more “an overview of deprivation than a celebration of urban childhood”.[15] A third consideration addresses young adults, who no longer recognised themselves in the images contained in the book: fashions are transient and must be respected. A decade is enough to transform traits, looks and figures.



The notes on why this choice was made are worth some reflections that may be useful for grasping some of the characteristics of Ward’s thought, especially in relation to the absence, it would seem intentional, of a systematic review, or at least a chapter, dedicated to the theme of childhood and new technologies. If, in fact, CiC is structured around classic themes of the vast literature that deals with children, the technological question remains in the background and is never explicit. For instance, there is no criticism of mass media and their role in the reproduction of capitalist social relations. Nor is there any theoretical elaboration on the link between technological development and urbanisation.

A possible explanation of this important absence can be found in CiC’s rooted engagement with the anglophone scholarly tradition of anthropology. To a careful reader, CiC appears solidly anchored between the traditions of American cultural anthropology and British social anthropology. It is no coincidence that the introduction of CiC opens with the American anthropologist Margaret Mead’s famous expression “The child does not exist. There are only children”. Like Mead’s Coming of Age in Samoa, CiC attempts a cultural study on childhood that remains, albeit somewhat uncomfortably, within the boundaries, and limits, of British structural functionalism.

To understand this tradition in the urban terms of CiC, the capitalist structures of city development are what shape future adults. Children can find their autonomy in the built environment, but it is ultimately the interests of speculators that confine the potential of urbanism and education. CiC has underlying elements of a more radical humanistic approach in line with anarchist self-determination, for instance in the people’s histories that complement the book (this approach was already fully developed in the earlier Anarchy in Action). However, perhaps because of the more professional audience that CiC targets, the book offers a flight from capitalism only in the form of a subtraction from urban structural functionalism. Many of these books – especially the ones published by Freedom Press – are stylistically and methodologically different. It is important however to highlight the limits of CiC’s abundant literature.

Ward does not explore, more consciously than not, the concepts and theories that were emerging on the other side of the English Channel. If French post-structuralism offered the tools to understand the links between governmentality, security and control, Ward ignored the political issues of the production of subjectivities, lingering on a safer anthropological toolbox, in which men and women can build autonomy but relative to the social functions of a city.

More worryingly, CiC does not provide an acceptable gender analysis, something that today would simply be intolerable. CiC overlooks gender issues and therefore misses the role of social reproduction for the production of the city. The capitalist city cannot function without cleaners, carers and women forced to stay at home. By doing so, Ward adopted a depoliticised perspective on technologies and gender, especially in its relation to the politics of bodies, maintaining a view that sees technics as an intermediate variable that can be controlled. In other words, for British social anthropology technology is an implicit function of society.

In return, the missing engagement with continental philosophy in Ward’s work may suggest that the political conditions of 1970s Britain determined a more pronounced closure, compared to American universities, to theories and events coming from Continental Europe. Foucault, for instance, arrived in the UK via the US. Secondly, Britain’s 1968 took place only in the 1980s, as a response to Thatcherism. This distance is a somewhat missed opportunity, considering that a comparison of Foucault and Ward could give new life to a politics of ungovernability, at a time when the solution to the current crisis is more, and not less, governmentality.

A second absence is the missed confrontation with Henri Lefebvre (and the opposite is true, signalling a less connected era between politically engaged intellectuals). While CiC accommodates the innovative findings of the American planner Kevin Lynch, who claimed that people create functional mental maps of their surroundings, Ward prefers to stay away from the study of capitalism. Capital and economic determinism are either marginally discussed in CiC or remain in the background of the study. Ward ultimately opts for a sensitivity closer to people’s histories of cities and spaces, rather than on the capitalist production of space. To put it more simply, Ward’s focus is on political culture over economics. Under this light, it is perhaps clearer why his persistent emphasis was on education.

If, for some readers, this gap is a sign of a rational departure from the differences in approach that characterised the British Marxist debate of that period – divided schematically between the continental structuralist philosophy of Louis Althusser of which Perry Anderson was partly promoter, and the Historical approach of the communist intellectual Edward Palmer Thompson – it is perhaps, on the contrary, in this distance from Marxism and the Communism of Soviet Russia that the singularity of Ward’s urban philosophy can be found.

CiC is very rich in data, ethnographic work and statistics, which Ward masters to produce a general reflection on the crisis of urban education. The regionalist and ecologist vision adopted by Ward while employed at the Town and Planning Association offers a renewal of Peter Kropotkin’s anarchism by placing libertarian ideas in the loopholes of anglophone anthropology. Away from the bureaucracy of political parties and planning offices, Ward believed in the potential role of education to design more socially just cities.

Occasionally, it is hard to understand whether for Ward education can be an objective in itself or a means to build autonomy. It should probably be both, as autonomy is a continuous process of emancipation that relies on its expressive and spatial expansion to be successful for all. The “object-oriented” urbanism presented in CiC, an urban anthropology focused on the impact of the built environment on people’s lives, anticipated the advent of Latourian philosophies, but with an exception and a difference. It is children, future adults of a society, and not social technologies, who remain at the centre of Ward’s city.

To conclude, as discussed in this postface, it would be a mistake to search in Ward for a philosophy of the “place” of humanity in the “world”. Ward was attracted to the social self-determination of groups and people, to the autonomy and education of children, not of the child. Ward maintained an original interest in the social exploration of persons and their processual spatial expression. He documented and opposed the attack of speculators on the autonomous territories that compose a city. By talking to teachers, he understood the importance of learning the journey from and to homes, in order to appreciate the problems of families. For Ward, as the pioneer of popular urbanism Patrick Geddes once put it, a good city is one that welcomes the ungovernable need of a family for “more room”.



[1] Colin Ward. (1976). Housing: An anarchist approach. London: Freedom Press.

[2] Dennis Hardy and Colin Ward. (1984). Arcadia for all: The legacy of a makeshift landscape. London: Mansell. The 1982 book Anarchy in action was originally published in 1973.

[3] Somewhat interestingly, Colin Ward quit London after the publication of CiC and moved to the countryside in 1979.

[4] Colin Ward. (1995). Talking school: Ten lectures by Colin Ward. London: Freedom Press.

[5] Ibid. pp. 120-21.

[6] Conurbation is a term coined by architect Patrick Geddes, another key influence for Ward. Cf. Colin Ward. (1991). Influences: Voices of creative dissent. Bideford: Green Books, p. 106.

[7] Paul Goodman. (2011) [1960]. Growing Up Absurd. New York: New York Review Books Classics, p. 20.

[8] Ibid. p. 42.

[9] Colin Ward’s “Introduction” to John F.C. Turner. (1977). Housing by people: Towards autonomy in building environments. New York: Pantheon Books, p. xxxi.

[10] Colin Ward and David Crouch. (1988). The allotment: Its landscape and culture. London: Faber.

[11] Colin Ward and Dennis Hardy. (1986). Goodnight campers! The history of the British holiday camp. London: Mansell.

[12] Colin Ward. (2004). Anarchism: A very short introduction. Oxford: University Press, p. 61.

[13] Colin Ward. (1991). Influences: Voices of creative dissent. Bideford: Green Books, pp. 13-48.

[14] Colin Ward “Preface to New Edition” (1990). The Child in the City. New Edition. London: Bedford Square Press.

[15] Ibid.”]]></description>
<dc:subject>colinward children cities anarchism urban urbanism geography schools education unschooling deschooling schooling thechildinthecity place howwelive learning lcproject openstudioproject anarchy 2020 alessiokolioulis urbanplanning democracy ageism 1978 unesco politics policy architecture planning howwelearn childhood youth teens paulgoodman participation participatory progressive teaching howweteach anthroposophy ferrerschools modernschools maryshelley williamgodwin marywollstonecraft permanence obedience curriculum centralization horizontality decentralization urbanization capitalism communism socialism government dennishardy patrickgeddes local louisalthusser henrilefebvre kevinlynch thatcherism margaretthatcher foucault ungovernability illegibility governability 1970s 1980s uk anngolzen rousseau michelfoucault althusser adultsupremacy</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:02f298b15b9d/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:colinward"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:cities"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:anarchism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:urban"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:urbanism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:geography"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schools"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:unschooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:deschooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:thechildinthecity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:place"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howwelive"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:lcproject"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:openstudioproject"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:anarchy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2020"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:alessiokolioulis"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:urbanplanning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:democracy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:ageism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:1978"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:unesco"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:politics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:policy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:architecture"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:planning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howwelearn"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:childhood"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:paulgoodman"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:participation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:participatory"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:progressive"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howweteach"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:anthroposophy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:ferrerschools"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:modernschools"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:maryshelley"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:williamgodwin"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:marywollstonecraft"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:permanence"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:obedience"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:curriculum"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:centralization"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:horizontality"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:decentralization"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:urbanization"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:capitalism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:communism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:socialism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:government"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:dennishardy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:patrickgeddes"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:local"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:louisalthusser"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:henrilefebvre"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:kevinlynch"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:thatcherism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:margaretthatcher"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:foucault"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:ungovernability"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:illegibility"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:governability"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:1970s"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:1980s"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:uk"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:anngolzen"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:rousseau"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:michelfoucault"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:althusser"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:adultsupremacy"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.nytimes.com/2020/08/10/opinion/coronavirus-school-closures.html">
    <title>Opinion | What if Some Kids Are Better Off at Home? - The New York Times</title>
    <dc:date>2020-08-31T18:48:02+00:00</dc:date>
    <link>https://www.nytimes.com/2020/08/10/opinion/coronavirus-school-closures.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[“For parents like me, the pandemic has come with a revelation: For our children, school was torture.

In the early morning hours of Monday, March 9, I was locked in battle with my oldest son, Izac, then a freshman in high school, over what felt like his one-billionth request to skip his 7 a.m. physical education class. He said he was tired and anxious and begged for a break. I told him that when you commit to something, you show up. End of story. And so off he went to school, bleary-eyed and resentful.

Four days later, all of my kids were home, with schools closed “out of an abundance of caution” to prevent the spread of Covid-19. Before long, the morning rush to get to class on time felt like a distant memory. The pandemic changed everything.

One difference that became clear within a few weeks of lockdown: My son was happy.

Izac, my lanky, serious-faced 15-year-old who runs cross-country and listens to Kendrick Lamar, has A.D.H.D. He’s never been disruptive — he’s more the dreamy, nose-in-a-book type who likes a calm environment and a limited schedule. Sadly, he’s rarely had that. But while my husband and I knew the pressure of a traditional school day could be challenging for him, we didn’t realize exactly how miserable he was.

It felt like he started breathing again the day in-person school was canceled. He started smiling again. This happiness was profound.

We are not the only family experiencing this. Yes, students across the country are complaining that they miss seeing their friends, and many parents are struggling with the unsustainable arrangement that is working from home while supervising virtual learning. But amid all this, there’s also a group of kids who, whether because of bullying, mental health issues or simple overscheduling and pressure, struggled at school in a way that’s been made undeniable by the way they’re thriving at home amid the pandemic. Parents like me are having to contemplate whether traditional school — a staple of American childhood — in fact hurts our children.

Jen Foreman, a mother of four children from 1 to 19, saw an immediate change in her 13-year-old daughter after Michigan’s classroom closings kept her home. “Piper was thrilled to be in charge of her own schedule, get the sleep she needed and choose which friends to communicate with,” Ms. Foreman told me. Piper has been noticeably less anxious. Her acne has even cleared up since she started distance learning.

One couple I spoke to, who chose to withhold their son’s name to protect him from further bullying, told me he said his arm was broken when a classmate shoved him into a wall last fall. They weren’t surprised to see his depression lift when he transitioned to virtual learning and no longer had to face his tormentors.

Olivia Hinebaugh told me she never quite realized the extent to which her 9-year-old daughter, who is transgender, was stressed by things like the implications of using the bathroom of her choice and unwanted questions and comments from classmates. But she would often come home from school withdrawn.

“When we first started doing at-home schooling, I noticed her sort of take a breath,” Ms. Hinebaugh told me. “She slept a little longer, seemed more engaged in her interests and wanted to talk to me more. I don’t know if we’ll ever want to go back to six- to eight-hour school days.”

What is behind all this quiet misery that we are now realizing was part of daily life for some children? Rosalind Wiseman, the author of “Queen Bees & Wannabees” and “Masterminds & Wingmen,” books based on years of research into the social and emotional lives of school-age kids, said a contributing factor might be the intense pressures that come with schooling in 2020. Just one example: The brutal world of youth athletics. “We didn’t grow up with travel sports that separate wealthier families from poorer ones and parents who, during games, scream at each other, coaches and kids and then brag about their child’s ‘D-1’ opportunities with other parents,” Ms. Wiseman said.

She said dynamics like this have turned school-based programs into competition with adult-level pressure on children who are often not mature enough to handle it in a healthy way. As soon as Covid-19 lockdowns were in place, all of that pressure instantly lifted.

Because of budget cuts, many public schools find themselves jamming 27 or more kids into classrooms and teachers are forced to “teach to the test,” which severely limits creativity and often goes against how they were taught to inspire students.

There are some children for whom this kind of environment is more stifling than enriching. Perhaps this is what explains why Izac’s school-related anxiety didn’t return as I thought it might when teachers started assigning online work. Sure, we had some standard ninth-grade late work and panicked last-minute projects, but nothing at home has rattled him the way an average day at school did.

He’s told his dad and me that even though the medication he takes greatly reduces the symptoms of his A.D.H.D., he would still struggle to concentrate when a classroom got loud.

“Teachers at my school,” he said, “don’t see it as a problem because the kids are doing something positive, laughing or singing, but it does not have a positive effect on me, because I can’t concentrate, and it makes me very stressed.”

On top of the boredom and frustration, social media create an ever-present fear of doing something “wrong” or embarrassing in school that may be caught on video and plastered across classmates’ accounts. This is particularly true if they are, in any way, social outliers because of their race, disability, gender identity, sexual orientation or neurodivergence.

Lisa Kaplin, a psychologist, told me the kind of anxiety caused by this level of social pressure can be debilitating for children, seriously impairing their ability to learn. “It would be like trying to memorize something in the middle of a construction zone,” she said.

During quarantine, Izac hasn’t just finished schoolwork with more ease — he’s dived into hobbies and subjects he’s actually interested in: mountain biking, cooking and practicing archery at the local outdoor range. He even makes his own pizza crusts and sauces from scratch.

It’s been painful for my husband and me to realize that in the years leading up to this pandemic, he was driven to exhaustion every day. But, we thought, doesn’t everyone hate school from time to time? Isn’t every teenager tired? So we nudged him back onto the hamster wheel, assuming that was the alternative to becoming “helicopter parents” who cushion and coddle their kids into lifelong dependency.

We never questioned whether we were pushing him into suffering. Now we have to ask: Will we do it again when his school reopens?

Of course, the ability to explore this question is itself a privilege. Home-schooling is off the table for many working parents, single parents and those whose children have disabilities. Adiba Nelson’s 11-year-old daughter, Emory, who has cerebral palsy, uses a wheelchair and relies on a specialized tablet for communication.

Ms. Nelson knows that Emory is missing out on social and academic skills that can be particularly hard to replicate outside of the classroom. When I asked Emory if she liked being out of school for so long, she gave me an emphatic thumbs down.

But those of us whose children are thriving outside the classroom and who are lucky enough to have the time and resources to contemplate home-schooling have difficult decisions to make.

When there’s a vaccine or herd immunity, things will eventually return to “normal.” But for our children, was normal wrong all along?”]]></description>
<dc:subject>joannaschroeder children school schooling schooliness unschooling deschooling homeschool stress anxiety bullying happiness adhd covid-19 coronavirus disabilities disability gender race identity sexuality neurodiversity neurodivergence parenting youth teens learning howwelearn openstudioproject lcproject distancelearning online schedules homework pace overscheduling health rosalindwiseman emotions sports athletics competition pressure boredom frustration psychology schools</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:b91a7179faac/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:joannaschroeder"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:school"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schooliness"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:unschooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:deschooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:homeschool"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:stress"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:anxiety"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:bullying"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:happiness"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:adhd"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:covid-19"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:coronavirus"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:disabilities"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:disability"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:gender"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:race"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:identity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:sexuality"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:neurodiversity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:neurodivergence"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:parenting"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howwelearn"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:openstudioproject"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:lcproject"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:distancelearning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:online"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schedules"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:homework"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:pace"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:overscheduling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:health"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:rosalindwiseman"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:emotions"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:sports"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:athletics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:competition"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:pressure"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:boredom"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:frustration"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:psychology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schools"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.internationalcongressofyouthvoices.com/">
    <title>THE INTERNATIONAL CONGRESS OF YOUTH VOICES</title>
    <dc:date>2020-08-20T05:46:43+00:00</dc:date>
    <link>https://www.internationalcongressofyouthvoices.com/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[“To explore sponsorship or partnership opportunities, please contact Amanda Uhle.

Student delegates are nominated by nonprofit organizations around the world that work with youth writing and youth activism. To nominate a prospective student delegate, please contact hello@internationalcongressofyouthvoices.com. Delegates should be dedicated writers, ages 16 to 20 years old. Please be in touch with questions about the nomination process.

Please let us know if you have other questions about the Congress or would like to be involved.”

[See also:
https://store.mcsweeneys.net/products/what-we-seek?taxon_id=3

"Too often young people are excluded from the political decisions that shape their lives. The International Congress of Youth Voices was founded in 2018 with the purpose of providing a way for young writers and activists to assemble and learn from established leaders in activism, politics, and publishing, and most importantly, to facilitate direct collaboration between young people determined to make a difference. The inaugural meeting of congress was in August 2018 in San Francisco. Its second meeting was in San Juan, Puerto Rico in August 2019.

The delegates, ages 16 to 22, come from 27 different nations and are working in a range of fields to create the change they want to see in the world. From climate justice to gender equity to education reform and beyond, these students’ perspectives on what they seek are an essential call to action for us all. Edited by Nyuol Lueth Tong, What We Seek featured 115 youth delegates, and is a primer—a sampling of the thoughts on the minds of Congress delegates, and a glimpse of the future of youth activism."]]]></description>
<dc:subject>events youth writing teens activism amandauhle daveeggers</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:6f8bd8d8630a/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:events"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:writing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:activism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:amandauhle"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:daveeggers"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.chapter510.org/">
    <title>Chapter 510 &amp; The Dept. of Make Believe</title>
    <dc:date>2020-08-20T04:21:45+00:00</dc:date>
    <link>https://www.chapter510.org/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[“Chapter 510 is a made-in-Oakland youth writing & publishing center that stands with our Black community to fight racial injustice. Specifically, we are an anti-racist organization.

Our vision is that all young people in Oakland grow to write with confidence and joy so they can become stronger learners, leaders, meaning makers, and agents of change.

We seek to ease uncertainty and fear, foster a network of support amongst our writers, staff, board, and volunteers, and we commit to getting our children published in and for this moment and future generations.

We are committed to this, and know the road is long and the work has just begun for many of us, and we stand in solidarity with our youth and their voices in the revolution to dismantle white supremacy.

We are a volunteer-powered organization that recognizes young people’s ability to communicate powerfully through words and print.

Since 2013, through writing programs at our center and within Oakland public schools, we help young people improve their writing craft, confidence, and competency at every stage. 


Our programs include writing and publishing workshops in schools and at our center, field trip opportunities for OUSD educators, youth mentoring and tutoring, and youth-focused events (every First Friday). 

We are proud to publish over 20 youth-penned books per year.

The Dept. of Make Believe [https://www.deptofmakebelieve.org/ ]

The Dept. of Make Believe is Chapter 510’s interactive magical bureaucracy (and retail store) located here at 2301 Telegraph.

As far as we know, it is the only fully functioning magical bureaucracy in the world, but do correct us if we’re wrong.

Bureaucratic services include Permits to Make Believe, Licenses to Dream, Creative Manifestation Filing, Dehydrated Courage, procrastination supplies, and high fives.

Come visit us during our First Friday open houses from 6pm - 9pm, or by appointment by emailing info@chapter510.org.“]]></description>
<dc:subject>oakland writing publishing lcproject openstudioproject antiracism youth teens children socialjustice</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:5838ba8a9cee/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:oakland"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:writing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:publishing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:lcproject"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:openstudioproject"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:antiracism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:socialjustice"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.youtube.com/watch?v=ntW0M54PW6M">
    <title>How One Teen Unschooler Finds Community Online - YouTube</title>
    <dc:date>2020-06-19T01:25:28+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=ntW0M54PW6M</link>
    <dc:creator>robertogreco</dc:creator><dc:subject>akilahrichards marleyrichards 2020 unschooling teens youth online community languages language korean japanese learning howwelearn deschooling education self-directedlearning self-directed socialmedia voiceacting schooling schooliness</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:25082b7da491/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:akilahrichards"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:marleyrichards"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2020"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:unschooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:online"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:community"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:languages"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:language"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:korean"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:japanese"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howwelearn"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:deschooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:self-directedlearning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:self-directed"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:socialmedia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:voiceacting"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schooliness"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.theatlantic.com/family/archive/2020/01/friendship-crucial-adolescent-brain/605638/">
    <title>Friendship Is Crucial to the Adolescent Brain - The Atlantic</title>
    <dc:date>2020-01-30T06:53:05+00:00</dc:date>
    <link>https://www.theatlantic.com/family/archive/2020/01/friendship-crucial-adolescent-brain/605638/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[“The intensity of feelings generated by friendship in childhood and adolescence is by design.”]]></description>
<dc:subject>friends friendship middleschool adolescence children relationships 2020 lydiadenworth social socializing loneliness jaanajuvonen psychology peers instability attachment conversation collaboration howweteach schools teaching learning bullying hierarchy laurencesteinberg juvenilejustice risk risktaking behavior recklessness decisionmaking jasonchein peereffect peerpressure peerinfluence influence socialbuffering teens youth dyalngee neuroscience cortisol megangunnar vulnerability</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:acbb2c0417c1/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:friends"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:friendship"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:middleschool"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:adolescence"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:relationships"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2020"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:lydiadenworth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:social"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:socializing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:loneliness"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:jaanajuvonen"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:psychology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:peers"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:instability"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:attachment"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:conversation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:collaboration"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howweteach"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schools"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:bullying"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:hierarchy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:laurencesteinberg"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:juvenilejustice"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:risk"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:risktaking"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:behavior"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:recklessness"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:decisionmaking"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:jasonchein"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:peereffect"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:peerpressure"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:peerinfluence"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:influence"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:socialbuffering"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:dyalngee"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:neuroscience"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:cortisol"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:megangunnar"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:vulnerability"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.theatlantic.com/science/archive/2019/09/why-greta-wins/598612/">
    <title>Why Greta Thunberg Makes Adults Uncomfortable - The Atlantic</title>
    <dc:date>2019-09-25T18:57:52+00:00</dc:date>
    <link>https://www.theatlantic.com/science/archive/2019/09/why-greta-wins/598612/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Though perhaps she is moderate in speech, she can be radical in action. Thunberg’s chosen form of protest—a school strike—is uncommon in the United States, though more popular in Europe. Americans think of school as something that chiefly benefits students, not society; comparing it to a job, where a labor stoppage is a recognized form of protest, is outside our ken. But if you come to see school as part of an intergenerational exchange of welfare—students go to school now, so that in 30 years they can get jobs and pay Social Security taxes—then it aligns well with Thunberg’s overall point, which is that older generations have betrayed young people today by failing to address climate change. This almost economic argument has the virtue of being accurate."

...

"Perhaps that is why adults find her so unnerving. “This child—and she is a child—has been scared and her parents are letting her be controlled by that fear,” writes the right-wing commentator Erick Erickson, who blames her parents for “depriving her of a sound education so she can lecture grownups.” Jonathan Tobin, at The Federalist, worries that the shoe is on the other foot: Thunberg has “forced her parents to adopt a vegan diet” and “bullied her mother to give up her career because it involved air travel.”

These may seem like exaggerated concerns, but Erickson and Tobin are really just engaging in a great American tradition: In this country, even before we greet you, we ask whether you’re being parented wrong.

Other arguments against Thunberg’s rhetoric can and should be made; if she wants to participate as an adult citizen, she should be criticized like one. But in The New York Times, the journalist Christopher Caldwell takes maybe the oddest line of all, claiming that Thunberg’s message is antidemocratic. “Democracy often calls for waiting and seeing. Patience may be democracy’s cardinal virtue,” he wrote. “Climate change is a serious issue. But to say, ‘We can’t wait,’ is to invite a problem just as grave.”

I want to thank Caldwell, because he reminded me of my own childhood. About 20 years ago, I was at a restaurant with my parents, reading a kid’s science magazine below the table. In a small box at the bottom of the page, it mentioned something called the greenhouse effect, caused by cars and factories. The effect could eventually screw up the entire planet’s environment.

My head jolted up. I interrupted my parents’ conversation, which was about something boring, like real-estate prices or which highway to take home.

“Is this real?” I asked, pointing at the magazine.

Oh yeah, definitely, one of them said.

“Is it getting fixed?” I said.

No, no, people don’t really know how to fix it.

And then I remember feeling something constrict in my chest. It was like the adult feeling of learning that a loved one is in danger, of seeing the comfortable world teeter on its axis. There was a problem with the entire planet, and everyone was just allowing it to go on?

In 1999, Caldwell was older than I am now, and the United States had virtually no national climate policy. Since then, I have gone to middle school and high school, graduated from college, moved across the country twice, spent years as a technology reporter, and covered climate change for four years. Since then, the concentration of carbon dioxide in the atmosphere has soared from 364 to 415 parts per million. But since then, the United States still has passed virtually no new national climate policy.

Caldwell is right that patience is a democratic virtue. But sloth is a cardinal sin. Perhaps only the young can tell the difference."]]></description>
<dc:subject>grertathunberg 2019 robinsonmeyer parenting school labor strikes organizing autism christophercaldwell democracy protest activism youth teens adolescence patience sloth climatechange policy us time age ageism erickerickson jonathantobin schools</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:d51f08e01276/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:grertathunberg"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2019"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:robinsonmeyer"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:parenting"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:school"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:labor"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:strikes"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:organizing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:autism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:christophercaldwell"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:democracy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:protest"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:activism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:adolescence"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:patience"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:sloth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:climatechange"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:policy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:us"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:time"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:age"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:ageism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:erickerickson"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:jonathantobin"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schools"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.kqed.org/arts/13865613/sealed-for-10-years-an-excelsior-butcher-shop-becomes-a-vibrant-teen-art-space">
    <title>Sealed for 10 Years, an Excelsior Butcher Shop Becomes a Vibrant Teen Art Space | KQED Arts</title>
    <dc:date>2019-09-13T19:06:04+00:00</dc:date>
    <link>https://www.kqed.org/arts/13865613/sealed-for-10-years-an-excelsior-butcher-shop-becomes-a-vibrant-teen-art-space</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["On an overcast August afternoon, [x]space is bustling with dozens of teenagers, parents and neighbors eager to see summertime work by Youth Art Exchange students. A group of girls hawk screen-printed, hand-dyed patches and tote bags with slogans like "Melt I.C.E.!" Succulents in handmade planters hang from wooden "living walls" built by students themselves. At one point, kids beeline to the music studio in the back, where videos they recorded and edited screen in surround sound and high definition.

The neon pink meat hooks hanging above the music studio are the only evidence that just a year ago, this vibrant Excelsior art space was a derelict butcher shop that had been abruptly sealed shut and left as-is for 10 years."

[See also the [x]space website:
https://www.youthartexchange.org/xspace ]]]></description>
<dc:subject>sanfrancisco youth art arts teens lcproject openstudioproject 2019 excelsior xspace</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:7897531c6f42/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:sanfrancisco"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:art"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:arts"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:lcproject"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:openstudioproject"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2019"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:excelsior"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:xspace"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://twitter.com/AJEnglish/status/1162309436612009984">
    <title>Al Jazeera English on Twitter: &quot;These Nigerian teenagers are producing short sci-fi movies using a smart phone and other everyday items. https://t.co/9dXhPGuD9z&quot; / Twitter</title>
    <dc:date>2019-08-18T23:56:16+00:00</dc:date>
    <link>https://twitter.com/AJEnglish/status/1162309436612009984</link>
    <dc:creator>robertogreco</dc:creator><dc:subject>video filmmaking smartphones nigeria 2019 teens youth classideas scifi sciencefiction</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:02e0b4e9a9e1/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:video"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:filmmaking"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:smartphones"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:nigeria"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2019"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:classideas"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:scifi"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:sciencefiction"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.newyorker.com/books/page-turner/on-a-sunbeam-the-sci-fi-comic-that-reimagines-utopia">
    <title>“On a Sunbeam,” the Sci-Fi Comic That Reimagines Utopia | The New Yorker</title>
    <dc:date>2019-06-02T22:05:49+00:00</dc:date>
    <link>https://www.newyorker.com/books/page-turner/on-a-sunbeam-the-sci-fi-comic-that-reimagines-utopia</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[[Full comic available to read online:
https://www.onasunbeam.com/ ]

[See also:
https://www.tilliewalden.com/
https://www.instagram.com/tilliewalden/
https://twitter.com/TillieWalden ]

"Tillie Walden is an almost shockingly young (born in 1996) comics creator who received wide attention last year for “Spinning,” a beautiful, melancholy graphic memoir about her years as a pre-teen and then teen figure skater. That book excelled in its tactful line work and use of white space; it looked neither superhero-ish nor ugly-on-purpose nor nearly realist but utterly sympathetic, with vast cold rinks and faces whose expressions you could share. “Spinning” was also a coming-out story, and a school story, and what scholars call a Künstlerroman, the story of how a young person becomes an artist—although, like most Künstlerromanen, it left unresolved the question of what she’d make next.

“On a Sunbeam” is the magnificent, sweeping, science-fictional answer. The big, densely plotted volume has all the virtues of “Spinning,” plus the scale, the sense of wonder, and the optimism intrinsic to what’s called space opera or science fantasy. (Think “Star Trek” and Starfleet Academy.) As with “Spinning,” it can be hard to equal in prose the comic’s inviting, spare line work, use of black-and-white, and expressive qualities. (Walden can make one pen stroke on one character’s face equal two pages of dialogue.) “On a Sunbeam” is at once a queer coming-of-age story, a story about how to salvage lost love and youth, and a multigenerational story about how to thrive in a society that does not understand who you are or what you can do. It is the kind of story that adults can and should give to queer teens, and to autistic teens, and to teens who care for space exploration, or civil engineering, or cross-cultural communication. It is also a story for adults who were once like those teens, and the kind of story (like the Aeneid, but happier) whose devotees might occasionally return to it, hoping for divine advice from a randomly chosen line, or panel, or page.

But I’m getting ahead of myself. “On a Sunbeam”—whose five hundred and thirty-eight pages, rendered in three colors, first appeared serially, online, where it can still be read for free—begins, like some Victorian novels, with two separate plots and settings, years apart. In the A plot, we meet three adult engineers and construction workers who fly their own fish-shaped spaceship from job to job, rebuilding and restoring architecture from their past (which is our distant future). The charismatic, impulsive Alma reports to Charlotte, their cautious commander; Elliot, “our very own mechanical genius,” is nonbinary (taking they/them pronouns) and non-speaking, like many autistic adults in our day. Formerly a trio “together for ages,” the team now has two younger employees: Jules, Alma’s voluble niece, and the anxious newbie Mia, fresh out of her space-based boarding school.

We see through Mia’s eyes, and through Walden’s pen, the comforting intimacy of their sleeping quarters, with its Teddy bears and bunk beds; the sublime ruined space cathedral and the other flying buildings they restore; and the realistic tasks that Mia and Jules slog through—hauling rubble, sharing sandwiches, and trying to “get through a whole day without turning into jelly” from overwork. We worry when Mia worries, and we have fun when she has fun. Jules puts into words the way Mia feels: “We don’t actually do this job to fix things,” she says. “We do it ’cause we get to climb and jump off stuff.”

Before she joined this close-knit crew, Mia attended an élite boarding school. This is where Walden sets her B plot, a place of crushes, mean girls, shifting rivalries, vast halls, anti-gravity stations, and a school-wide, slightly Quidditch-like sport called Lux, whose fish-shaped flight craft race and dodge through tunnels and in midair. Almost as soon as we meet Mia, she falls hard for a new and far more academically talented student named Grace, who reciprocates. Grace convinces a forbidding coach to let Mia chase her dream of playing Lux. The sport is normally off limits to first-years, but our couple won’t let that rule stop them. “We may be freshmen,” Grace declares, “but you can’t put an age limit on passion and dedication.”

“On a Sunbeam” is less like any other American comic, page by page, than it is like a film by Hayao Miyazaki. For Walden, faces and bodies are not types or dummies for action scenes but ways to convey emotion and expression, even as the backdrops—speleological, astronomical, aquatic, or forested—flourish and shine. Walden’s dialogue—never talky, but never too sparse to follow—complements her characters’ body language; it also brings out the feeling of ninth and tenth grade, when every impediment seems like an apocalypse, and every kind word like an angel’s violin. But that dialogue is also a clue to a set of cosmic mysteries that connect younger and older characters, present and backstory, A plot and B plot. Why does Charlotte’s employer distrust her? What does Elliott fear, and why can’t they go home? Can Mia and Jules adjust to life with this tightly knit, and apparently romantic, triad? Will Mia find love?

Mia has already found it, with Grace, and then lost it. Just as in “Spinning”—and in several other comics by Walden, short and long—our point-of-view character fell hard for a smart, dark-skinned girl when both were in their teens, and then that girl left, suddenly, and without much explanation. In “Spinning,” the real Walden goes on with her heartbroken life. In this much longer but equally heartbreaking epic, the school-age couple of Mia and Grace break up for far more complex reasons, and a mission to a secluded planet of volcanic tunnels and warriors with Amish hats (really) is required to rescue Grace, who may not want to be rescued.

It’s probably no coincidence that this comic, so sensitive to its characters’ feelings, is also uncommonly sensitive to newly visible identities: non-speaking autistics, people in triads, people trying to make queer romance work under pressure and across a racial divide. One identity Walden doesn’t draw: men. There are none here, and no one asks why, which means—as in earlier utopias—that all romantic love in this universe would read as queer, or gay, in ours. (Since there are no men, there are no gay men or trans men; perhaps they live on other planets, or in other books.)

Like all science-fictional utopias, “On a Sunbeam” feels imperfect, even (to quote Ursula K. Le Guin) “ambiguous.” But it also feels magnificent: it’s a world in which many readers would want to live, and a way to envision solutions to real-life problems that seem intractable now. It’s a queer love story in a universe where benevolent authorities still get things wrong; it’s also, for all its spacecraft and planets and xenogeology and (eventually) aliens, a story that purists might label not as science fiction but as science fantasy. But such genre labels—though inevitable—seem beside the point. As always for Walden, even when she is writing and drawing pilots and engineers, the point is not how things work but how people feel, and what choices they help one another make.

Comics critics and would-be comics sophisticates—especially the kind who spurn superheroes—may think we have to choose between realistic characters who experience permanent loss and change, on the one hand, and escape, sublimity, and sheer wonder, on the other. Those sophisticates are wrong. “On a Sunbeam” is not the first American science-fiction comic to say so (consider “Finder,” or “Saga”), but it may be the most consistently beautiful, the most self-assured, the one with the best love story, and the one most vaultingly effective in its transitions between small-scale and large, between the deadly caverns under an exoplanet’s mountain and the look on a hopeful girl’s face."]]></description>
<dc:subject>comics toread stephanieburt tilliewalden 2018 illustration storytelling utopia queer autism sciencefiction scifi hayaomiyazaki emotions expression nonbinary künstlerroman comingofage teens youngadult fiction srg emotion bodylanguage howwewrite ambiguous ursulaleguin ursulakleguin</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:01c0eb4814e3/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:comics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:toread"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:stephanieburt"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:tilliewalden"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2018"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:illustration"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:storytelling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:utopia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:queer"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:autism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:sciencefiction"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:scifi"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:hayaomiyazaki"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:emotions"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:expression"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:nonbinary"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:künstlerroman"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:comingofage"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youngadult"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:fiction"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:srg"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:emotion"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:bodylanguage"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howwewrite"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:ambiguous"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:ursulaleguin"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:ursulakleguin"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.ascd.org/ascd-express/vol14/num26/heres-what-teens-say-they-need.aspx">
    <title>Here's What Teens Say They Need</title>
    <dc:date>2019-05-14T03:51:05+00:00</dc:date>
    <link>http://www.ascd.org/ascd-express/vol14/num26/heres-what-teens-say-they-need.aspx</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Educators are trained to provide students with the help they need to thrive both academically and socially. We even have the firsthand knowledge and experience of having been teenagers ourselves. It's important, however, to recognize that our experiences may be, and most likely are, very different from what our students experience today. For that reason, we must ask students about their experiences and use their perspectives to inform our approach to teaching and leading. I recently interviewed over 40 teens in grades 6 through 12 and asked them, "What do you need from schools to feel supported both academically and socially?" I share their responses, both honest and illuminating, here.

Finding #1: Teens want explicit proof that the adults in their lives know them as individuals.

Teachers who take the time to learn about their students as individuals send a clear message that they care about them. Students say the best teachers " really care … and actually want to help the students rather than just stand up and give a lesson," (11th grader). "I know I learn better with teachers I like, teachers I feel I can trust," (9th grader). Recommendations related to this finding include the following:

• Teens want teachers to know about their learning styles, their interests, and what causes them stress. Differentiation and flexibility are key components of classrooms where students feel like the adults in their lives have their best interests at heart.

• Teens want teachers to work together as a team; they want adults to talk to each other about the amount of work that is expected in each class. "We have seven or eight hours of school, then after-school sports, and then we have three hours of homework" (9th grader). Teens want schools to intentionally create and maintain structures that lead to a more balanced workload.

• Face-to-face communication is the most powerful way to build relationships. Teens want adults to initiate regular check-ins with them.

• Teachers must demonstrate they believe in their students. "Don't stereotype kids … keep an open mind," (9th grader).

Finding #2: Teens want easily accessible resources.

Students said knowing where and when to find help was a key component in feeling supported. One senior said being able to "get connected with who you need and having a lot of resources" was one way his school helped him succeed. The following recommendations are related to this finding:

• Schools should have designated and well-advertised physical spaces for students to go to when they need help. Teens appreciate help centers that are staffed with adults who can assist before, during, and after school hours with homework, friend issues, and other problems.

• Schools should build time into the schedule for students to meet with teachers outside of regular class time.

• Teachers should provide online resources for all classes so that students who need additional support can access the information. This was especially important for students when they had been absent from class.

• Adults should step in when they see students struggling if the teens do not initiate the conversation. "I'm really bad about going to an adult and saying, 'I need help with this' because it feels like I'm asking too much," (7th grader).

Finding #3: Teens demand authentic, meaningful work.

Teens are savvy. They know when an assignment is busy work. "They [teachers] should give you more important homework that actually focuses on the topic," (8th grader). Recommendations related to this finding include the following:

• Problem-based learning makes a greater impact on depth and retention of learning. Teens want more hands-on activities and assignments where they can explore creative endeavors.

• Work should employ multiple strategies and allow for individuality. Teens want teachers to spend time exploring the different strategies so that they can feel confident about deciding which strategies to use and when.

• Classrooms need to be interactive and teacher lecture needs to be kept to a minimum; otherwise, "they're just saying things at you," (11th grader).

• Teenagers want adults to focus less on grades. "Instead of focusing on the process of learning, they [teachers] only care about the execution and grade you receive about it," (9th grader).

Finding #4: Teenagers crave human interaction.

Between schoolwork and busy schedules, "there's not a lot of time hang out with your friends," say several 9th graders. Recommendations related to this finding include the following:

• Teens want more time for collaboration and group work with their peers.

• Social media means teens have many friends online, but younger teens say they struggle to socialize with those same friends face-to-face and want schools to teach them this skill.

• Schools should create structured opportunities for teens to socialize with the entire school community and to "bond" with students outside their typical social groups.

Finding #5: Teens want the opportunity to fail.

"Kids have to learn how to do it themselves. When we go out into the real world, we're not going to have adults there helping us. We're going to have to do it ourselves," (7th grader). The following recommendations are related to this finding:

• Adults should create safe spaces, activities, and opportunities that allow teens to work through a process independently.

• Adults should avoid stepping in too soon, or too often, to assist struggling students, because teens need the time and practice to learn to work together.

Whether the thoughts of my students or your own inform your practice, remember: if we're really doing what's best for teens, then we need to listen to their voices. Just asking teens, "how can I help?" or "what do you need from me?" is the first step in determining what teens need from schools.]]></description>
<dc:subject>teens youth 2019 jodymarberry relationships respect teaching howweteach authenticity work learning howwelearn social socialmedia failure howwlearn education schools middleschool highschool</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:2ed906ecec9e/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2019"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:jodymarberry"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:relationships"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:respect"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howweteach"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:authenticity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:work"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howwelearn"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:social"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:socialmedia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:failure"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howwlearn"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schools"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:middleschool"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:highschool"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.newyorker.com/news/daily-comment/the-uncanny-power-of-greta-thunbergs-climate-change-rhetoric">
    <title>The Uncanny Power of Greta Thunberg’s Climate-Change Rhetoric | The New Yorker</title>
    <dc:date>2019-04-26T19:11:18+00:00</dc:date>
    <link>https://www.newyorker.com/news/daily-comment/the-uncanny-power-of-greta-thunbergs-climate-change-rhetoric</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["During the week of Easter, Britain enjoyed—if that is the right word—a break from the intricate torment of Brexit. The country’s politicians disappeared on vacation and, in their absence, genuine public problems, the kinds of things that should be occupying their attention, rushed into view. In Northern Ireland, where political violence is worsening sharply, a twenty-nine-year-old journalist and L.G.B.T. campaigner named Lyra McKee was shot and killed while reporting on a riot in Londonderry. In London, thousands of climate-change protesters blocked Waterloo Bridge, over the River Thames, and Oxford Circus, in the West End, affixing themselves to the undersides of trucks and to a pink boat named for Berta Cáceres, an environmental activist and indigenous leader, who was murdered in Honduras. Slightly more than a thousand Extinction Rebellion activists, between the ages of nineteen and seventy-four, were arrested in eight days. On Easter Monday, a crowd performed a mass die-in at the Natural History Museum, under the skeleton of a blue whale. In a country whose politics have been entirely consumed by the maddening minutiae of leaving the European Union, it was cathartic to see citizens demanding action for a greater cause. In a video message, Christiana Figueres, the former executive secretary of the United Nations Framework Convention on Climate Change, compared the civil disobedience in London to the civil-rights movement of the sixties and the suffragettes of a century ago. “It is not the first time in history we have seen angry people take to the streets when the injustice has been great enough,” she said.

On Tuesday, as members of Parliament returned to work, Greta Thunberg, the sixteen-year-old Swedish environmental activist, was in Westminster to address them. Last August, Thunberg stopped attending school in Stockholm and began a protest outside the Swedish Parliament to draw political attention to climate change. Since then, Thunberg’s tactic of going on strike from school—inspired by the response to the Parkland shooting in Florida last year—has been taken up by children in a hundred countries around the world. In deference to her international celebrity, Thunberg was given a nauseatingly polite welcome in England. John Bercow, the speaker of the House of Commons, briefly held up proceedings to mark her arrival in the viewing gallery. Some M.P.s applauded, breaching the custom of not clapping in the chamber. When Thunberg spoke to a meeting of some hundred and fifty journalists, activists, and political staffers, in Portcullis House, where M.P.s have their offices, she was flanked by Ed Miliband, the former Labour Party leader; Michael Gove, the Environment Secretary and a prominent Brexiteer; and Caroline Lucas, Britain’s sole Green Party M.P., who had invited her.

Thunberg, who wore purple jeans, blue sneakers, and a pale plaid shirt, did not seem remotely fazed. Carefully unsmiling, she checked that her microphone was on. “Can you hear me?” she asked. “Around the year 2030, ten years, two hundred and fifty-two days, and ten hours away from now, we will be in a position where we set off an irreversible chain reaction beyond human control that will most likely lead to the end of our civilization as we know it.”

Thunberg—along with her younger sister—has been given a diagnosis of autism and A.D.H.D. In interviews, she sometimes ascribes her unusual focus, and her absolute intolerance of adult bullshit on the subject of climate change, to her neurological condition. “I see the world a bit different, from another perspective,” she told my colleague Masha Gessen. In 2015, the year Thunberg turned twelve, she gave up flying. She travelled to London by train, which took two days. Her voice, which is young and Scandinavian, has a discordant, analytical clarity. Since 2006, when David Cameron, as a reforming Conservative Party-leadership contender, visited the Arctic Circle, Britain’s political establishment has congratulated itself on its commitment to combatting climate change. Thunberg challenged this record, pointing out that, while the United Kingdom’s carbon-dioxide emissions have fallen by thirty-seven per cent since 1990, this figure does not include the effects of aviation, shipping, or trade. “If these numbers are included, the reduction is around ten per cent since 1990—or an average of 0.4 per cent a year,” she said. She described Britain’s eagerness to frack for shale gas, to expand its airports, and to search for dwindling oil and gas reserves in the North Sea as absurd. “You don’t listen to the science because you are only interested in solutions that will enable you to carry on like before,” she said. “Like now. And those answers don’t exist anymore. Because you did not act in time.”

The climate-change movement feels powerful today because it is politicians—not the people gluing themselves to trucks—who seem deluded about reality. Thunberg says that all she wants is for adults to behave like adults, and to act on the terrifying information that is all around us. But the impact of her message does not come only from her regard for the facts. Thunberg is an uncanny, gifted orator. Last week, the day after the fire at Notre-Dame, she told the European Parliament that “cathedral thinking” would be necessary to confront climate change.

Yesterday, Thunberg repeated the phrase. “Avoiding climate breakdown will require cathedral thinking,” she said. “We must lay the foundation while we may not know exactly how to build the ceiling.” In Westminster, Thunberg’s words were shaming. Brexit is pretty much the opposite of cathedral thinking. It is a process in which a formerly great country is tearing itself apart over the best way to belittle itself. No one knew what to say to Thunberg, or how to respond to her exhortations. Her microphone check was another rhetorical device. “Did you hear what I just said?” she asked, in the middle of her speech. The room bellowed, “Yes!” “Is my English O.K.?” The audience laughed. Thunberg’s face flickered, but she did not smile. “Because I’m beginning to wonder.”"]]></description>
<dc:subject>gretathunberg 2019 rhetoric climatechange sustainability globalwarming activism samknight autism aspergers adhd attention focus emissions action teens youth brexit</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:59f8aed0dc2a/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:gretathunberg"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2019"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:rhetoric"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:climatechange"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:sustainability"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:globalwarming"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:activism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:samknight"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:autism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:aspergers"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:adhd"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:attention"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:focus"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:emissions"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:action"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:brexit"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.greatbigstory.com/stories/the-brave-young-activist">
    <title>Great Big Story: The Teenager Schooling World Leaders on Climate Change</title>
    <dc:date>2019-04-26T19:09:11+00:00</dc:date>
    <link>https://www.greatbigstory.com/stories/the-brave-young-activist</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[[video]

"For hundreds of thousands of young people, Greta Thunberg is an icon. At only 16, she’s proving you don’t have to be an adult to make a world of a difference. Today, the Nobel Peace Prize nominee is among the most influential voices speaking out about Earth’s dire climate crisis. 

The teen first learned about the devastating, lasting impact of climate change when she was just 11 years old. Dismayed by adults’ unwillingness to respond, she decided to take action herself. She began by making small changes in her own life—cutting meat and dairy from her diet and convincing her parents to also live more sustainably. 

Frustrated by the lack of attention from policymakers, Greta held a strike in August 2018, missing class to sit in protest in front of the Swedish Parliament with a sign that read “Skolstrejk för Klimatet” (“School Strike for the Climate”). She vowed to hold strikes every Friday until Sweden was in alignment with the Paris Agreement. 

People in Sweden (and now, the world over) began to take notice of Greta’s stance. After a viral TED Talk where she explained her call to action, others began to join in her protests. Today, #FridaysforFuture has grown to be a global phenomenon, with hundreds of thousands of young people from over 125 countries standing alongside Greta. 

In addition to her Nobel Peace Prize nomination, Greta’s actions have earned her speaking engagements at the World Economic Forum and COP24—but most importantly, they’ve ignited a new generation to create change and stand up for the future. 

Greta says she owes her dogged determination in part to being on the spectrum: “I think if I wouldn’t have had Asperger’s I don’t think I would have started the school strike, I don’t think I would’ve cared about the climate at all… That allowed me to focus on one thing for a very long time.” 

Her #FridaysforFuture protest on March 15, 2019 drew 1.6 million strikers, from 2,000 locations, across all seven continents. She wants world leaders to know that change is coming, whether they like it or not. 

This is the fourth story in our series, “The Brave,” all about the incredible people protecting our Great Big Planet."]]></description>
<dc:subject>gretathinberg climatechange globalwarming 2019 sustainability activism teens youth autism sweden aspergers generations ancestors change</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:b54fa67e050f/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:gretathinberg"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:climatechange"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:globalwarming"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2019"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:sustainability"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:activism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:autism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:sweden"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:aspergers"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:generations"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:ancestors"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:change"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.theguardian.com/music/2019/mar/29/be-urself-meet-the-teens-creating-a-generation-gap-in-music">
    <title>‘Be urself’: meet the teens creating a generation gap in music | Music | The Guardian</title>
    <dc:date>2019-04-16T21:00:33+00:00</dc:date>
    <link>https://www.theguardian.com/music/2019/mar/29/be-urself-meet-the-teens-creating-a-generation-gap-in-music</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Instead of radio or the music press, today’s teens are discovering songs in the background of YouTube videos – creating a new breed of superstars unknown to adults"

…

"It is a disconcerting experience to look at your tweenage daughter’s Spotify playlists and realise that you have never heard of any of the artists. You may be aware of young stars who are hitting the charts, such as Billie Eilish, Khalid and Lauv, but what about Clairo, Khai Dreams, Beabadoobee, Girl in Red, Oohyo, Mxmtoon, Eli, Sundial and Conan Gray?

I would love to tell you that my daughter discovered them because she is a restless musical adventurer, dedicated to digging out obscurities from the cutting edge of rock and pop, but she isn’t. She is just doing what millions of other teens and tweens seem to be doing.

You can tell from the streaming figures. Girl in Red’s biggest tracks have been streamed 9m times, Khai Dreams’ 13m times. A video for Clairo’s Pretty Girl has racked up more than 30m YouTube views in the past 18 months: it consists of Clairo sitting on her bed wearing earbuds, miming into the webcam on her laptop while trying on a succession of sunglasses.

These figures obviously would not give Ariana Grande sleepless nights, but they seem remarkable given that these artists have virtually no media profile, no radio play, most don’t seem to have a record deal and they barely give interviews. A Google search reveals that Girl in Red is a gay 20-year-old from Norway who sometimes posts one-line explanations of what her songs are about (“Don’t fall in love with a straight girl”; “Be urself”; “Sad lol”) and that Clairo – real name Claire Cottrill – has juvenile rheumatoid arthritis and caused a degree of online controversy when it was discovered that her father was a marketing executive with connections to the music business, leading to false accusations that she wasn’t a DIY artist at all but an “industry plant”. But that’s about it.

“I think a lot of the artists making this music are really young,” says Josh Edwards, an A&R who has been keeping a close watch: he manages Dodie, an artist who went from posting videos online to the Top 10. “The music they’re making is very much online, and there’s a feeling that if you put too much of yourself out there on the internet it can be quite dangerous.”

For want of a better name, you might call it underground bedroom pop, an alternate musical universe that feels like a manifestation of a generation gap: big with teenagers – particularly girls – and invisible to anyone over the age of 20, because it exists largely in an online world that tweens and teens find easy to navigate, but anyone older finds baffling or risible. It doesn’t need Radio 1 or what is left of the music press to become popular because it exists in a self-contained community of YouTube videos and influencers; some bedroom pop artists found their music spread thanks to its use in the background of makeup tutorials or “aesthetic” videos, the latter a phenomenon whereby vloggers post atmospheric videos of, well, aesthetically pleasing things.

“There’s a culture that exists with people on the internet to help others exist on the internet,” says Edwards. “It’s not: ‘You scratch my back and I’ll scratch yours’, more: ‘I like this thing, I’ll share it.’ You get people such as Emma Chamberlain [an American YouTuber with 7m followers], who recommends songs in videos and has a playlist on Spotify. People like that seem to able to deep dive better than anybody I’ve ever known. Or this music comes up as a recommended video if you’re watching similar things on YouTube. It’s very accessible, and a lot of the songs are really short so you can consume loads of them in a short space of time.”

You would struggle to call it a scene exactly, but it is definitely bound by a loose aesthetic. It is richly melodic, but lo-fi and home-recorded. As with Eilish’s early releases, you can hear the influence of Lana Del Rey and hip-hop; more bizarrely, it occasionally sounds not unlike the kind of indie music that Sarah Records might have released in the late 80s.

Its lyrics tend to be intimate and relevant to its audience – heartbreak, sexuality, depression, confusion – and it feels raw and unmediated, untainted by the machinations of the music industry. In fact, it is hard not to see its rise in popularity as a reaction to what Jamie Oborne, the founder of Dirty Hit – the label that brought us the 1975 and Wolf Alice, and which recently signed Bea Kristi (Beabadoobee) – calls “music that’s been A&Red and styled to death”: an audience that are regularly, snottily derided as mindless sheep who will listen to anything marketed at them, ignoring whatever the music industry has decided is relatable to them and taking matters into their own hands.

“I’m not surprised at all,” says Oborne. “It’s the same as Billie Eilish: she’s a positive role model, she’s not sexualised, she’s not talking bullshit 24/7, she’s not just putting out … pollution. With Bea, at our first meeting, I said: ‘We’re not doing anything except what she wants to do.’ She’s teaching us all how to market her music.”

A video shot at Beabadoobee’s first live show and subsequently posted to her Instagram seems to speak volumes. Kristi is being mobbed by fans who look exactly like her: if you hadn’t seen a photo of her in advance, you’d find it impossible to pick out the artist from her audience. Somewhere at the side of the crowd lurks a male figure. It is her labelmate Matty Healy, passing virtually unnoticed: a pop star with three platinum albums and a fistful of Brits being ignored in favour of a girl still at school, who last year posted a muffled recording a friend had made of Coffee – the first song she ever wrote – on Spotify and Bandcamp, and watched as the streaming figures went nuts after “someone put it on a YouTube video”.

“I actually don’t know why it was successful,” says Kristi, who wrote Coffee under the influence of Daniel Johnston and Mazzy Star. “I like to think it’s because it’s something raw. I had no experience, no clue – it’s just me and my guitar and my friend Haresh whistling, recorded on a shitty mic. I feel like something raw touches people more.” She was “kind of off” when record labels started approaching her, but eventually signed with Dirty Hit – which recently released her EP Patched Up – because “they allowed me to do whatever I want”.

Edwards isn’t sure how many artists will follow that path, saying they are, instead, “self-funding, making their own way”. Still, he says, it probably won’t be too long before a record label tries to manufacture a new pop artist with a lo-fi aesthetic; when a real, rather than imagined, “industry plant” appears. “There are parts of what this bedroom pop world is doing that mainstream pop currently can’t, because it’s about limited resources, about being organic, not too overproduced or prim and proper. Of course,” he laughs, “that doesn’t necessarily mean there isn’t a time when mainstream pop won’t give it a go.”"]]></description>
<dc:subject>diy music youtube youth teens communication children community 2019 aesthetics</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:17cc394acfc4/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:diy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:music"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youtube"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:communication"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:community"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2019"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:aesthetics"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.socialanimalsfilm.com/">
    <title>Social_Animals — Official Movie Website</title>
    <dc:date>2019-03-12T21:34:15+00:00</dc:date>
    <link>https://www.socialanimalsfilm.com/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[[See also: 
https://www.youtube.com/watch?v=s0X-XEcmmFc
https://www.instagram.com/social_animals/ ]

[via: https://twitter.com/mattthomas/status/1105495955988795392 ]

"A daredevil photographer, an aspiring swimsuit model, and a midwest girl next door are all looking for the same things from their Instagram account–a little love, acceptance and, of course, fame. And they’ll do just about anything to get it. With an observational eye Social Animals peeks into the digital and real worlds of today’s image-focused teenager, where followers, likes and comments mark success and self worth."

[See also:
https://variety.com/2018/film/news/instagram-star-documentary-social-animals-gravitas-ventures-1203078409/
https://www.theverge.com/2018/3/12/17105364/social-animals-documentary-teens-instagram-interview-sxsw-2018
https://www.hollywoodreporter.com/review/social-animals-1091000
https://theplaylist.net/social-animals-review-20180309/ ]]]></description>
<dc:subject>film social media instagram youth teens towatch 2018 2019 via:mattthomas documentary internet srg edg</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:1bb9f3a06849/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:film"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:social"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:media"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:instagram"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:towatch"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2018"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2019"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:via:mattthomas"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:documentary"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:internet"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:srg"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:edg"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.theringer.com/features/2019/1/22/18192071/california-high-school-football-future-politics">
    <title>The Fight Over Football’s Future Is Now a Battle for California’s Soul - The Ringer</title>
    <dc:date>2019-01-24T18:39:37+00:00</dc:date>
    <link>https://www.theringer.com/features/2019/1/22/18192071/california-high-school-football-future-politics</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["So what will happen next? It’s possible that flag football will eventually displace tackle football among youth, and the numbers will go back up as we come to terms with the risks involved for those in high school and beyond; in fact, the case for youth flag football is increasingly being made by coaches and NFL veterans like John Madden and Drew Brees, who has said he won’t allow his own children to play tackle football until middle school. But without knowing how science might advance, or whether equipment might evolve, it’s also possible to imagine football becoming an increasingly regional sport that’s centered even more in the Southeast and is slowly de-emphasized on the West Coast. Within the past three years, Georgia has nearly overtaken California as the third-largest college football recruiting state in the country.

It’s easy to imagine football being played primarily by wealthy private schools or well-subsidized public schools that can afford to invest in the most expensive safety measures (and weather the changes in the insurance market), or by athletes from underprivileged communities who are seeking a way out. A school like Lowell, for instance, doesn’t need football to survive.

On the practice field, Danny Chan tells me that one of his best players sat out most of the year while in concussion protocol, citing this as proof that things aren’t the same as they used to be when all those 1960s and ’70s-era NFL players—whose brains wound up at Boston University—were in their prime. When that parent of his star running back pulled her child from football in 2017, Chan questioned why she didn’t lobby the city’s public schools to ban the sport altogether. Or do you only care about your own kid? he asked her.

This is the crux of the philosophical disagreement, one that bleeds into our modern political debate about paternalistic government overreach and the perceived existence of the “nanny state.” During my conversation with Archie, she points to car seats for children as an example of how our safety standards have evolved over time. And during my conversation with Rafter, he brings up car seats as a way of pointing out that we’ve adapted to modern standards without outlawing driving altogether. So whose responsibility is it to mitigate that risk, and how far should we go in mandating these safety measures? And what do we lose in making these choices?

“Football, in particular, offers communities things of value,” Rafter says. “It’s hard to measure, except through stories and testimonials. I can’t put it in a medical or scientific document. Nobody’s allowing us to have that conversation. But that’s a piece that would be a huge loss, in the worst-case scenario, in the state of California.”

The question, then, is whether you believe that those stories and testimonials depend on the existence of football, or that you feel they’re merely an echo of the communities themselves. Maybe football will someday reinvent itself in a progressive manner, the way it did at the turn of the 20th century. Maybe our cultural and scientific progress as a society means that we should eventually leave it behind. All those years ago, when Stanford and Cal dropped football in favor of rugby, Roberta J. Park wrote that the school’s presidents presumed they were promoting a safer game. But Park also made another, more curious observation: The games we play don’t really influence our morality. They just reflect who we are."]]></description>
<dc:subject>california sports football americanfootball 2019 children youth teens brain health rugby history athletics parenting activism sanfrancisco georgia texas florida futbol soccer</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:0464e0e3d830/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:california"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:sports"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:football"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:americanfootball"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2019"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:brain"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:health"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:rugby"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:history"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:athletics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:parenting"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:activism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:sanfrancisco"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:georgia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:texas"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:florida"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:futbol"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:soccer"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://hackeducation.com/2018/12/18/top-ed-tech-trends-stories">
    <title>The Stories We Were Told about Education Technology (2018)</title>
    <dc:date>2018-12-27T03:27:40+00:00</dc:date>
    <link>https://hackeducation.com/2018/12/18/top-ed-tech-trends-stories</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["It’s been quite a year for education news, not that you’d know that by listening to much of the ed-tech industry (press). Subsidized by the Chan Zuckerberg Initiative, some publications have repeatedly run overtly and covertly sponsored articles that hawk the future of learning as “personalized,” as focused on “the whole child.” Some of these attempt to stretch a contemporary high-tech vision of social emotional surveillance so it can map onto a strange vision of progressive education, overlooking no doubt how the history of progressive education has so often been intertwined with race science and eugenics.

Meanwhile this year, immigrant, refugee children at the United States border were separated from their parents and kept in cages, deprived of legal counsel, deprived of access to education, deprived in some cases of water.

“Whole child” and cages – it’s hardly the only jarring juxtaposition I could point to.

2018 was another year of #MeToo, when revelations about sexual assault and sexual harassment shook almost every section of society – the media and the tech industries, unsurprisingly, but the education sector as well – higher ed, K–12, and non-profits alike, as well school sports all saw major and devastating reports about cultures and patterns of sexual violence. These behaviors were, once again, part of the hearings and debates about a Supreme Court Justice nominee – a sickening deja vu not only for those of us that remember Anita Hill ’s testimony decades ago but for those of us who have experienced something similar at the hands of powerful people. And on and on and on.

And yet the education/technology industry (press) kept up with its rosy repetition that social equality is surely its priority, a product feature even – that VR, for example, a technology it has for so long promised is “on the horizon,” is poised to help everyone, particularly teachers and students, become more empathetic. Meanwhile, the founder of Oculus Rift is now selling surveillance technology for a virtual border wall between the US and Mexico.

2018 was a year in which public school teachers all over the US rose up in protest over pay, working conditions, and funding, striking in red states like West Virginia, Kentucky, and Oklahoma despite an anti-union ruling by the Supreme Court.

And yet the education/technology industry (press) was wowed by teacher influencers and teacher PD on Instagram, touting the promise for more income via a side-hustle like tutoring rather by structural or institutional agitation. Don’t worry, teachers. Robots won’t replace you, the press repeatedly said. Unsaid: robots will just de-professionalize, outsource, or privatize the work. Or, as the AI makers like to say, robots will make us all work harder (and no doubt, with no unions, cheaper).

2018 was a year of ongoing and increased hate speech and bullying – racism and anti-Semitism – on campuses and online.

And yet the education/technology industry (press) still maintained that blockchain would surely revolutionize the transcript and help insure that no one lies about who they are or what they know. Blockchain would enhance “smart spending” and teach financial literacy, the ed-tech industry (press) insisted, never once mentioning the deep entanglements between anti-Semitism and the alt-right and blockchain (specifically Bitcoin) backers.

2018 was a year in which hate and misinformation, magnified and spread by technology giants, continued to plague the world. Their algorithmic recommendation engines peddled conspiracy theories (to kids, to teens, to adults). “YouTube, the Great Radicalizer” as sociologist Zeynep Tufekci put it in a NYT op-ed.

And yet the education/technology industry (press) still talked about YouTube as the future of education, cheerfully highlighting (that is, spreading) its viral bullshit. Folks still retyped the press releases Google issued and retyped the press releases Facebook issued, lauding these companies’ (and their founders’) efforts to reshape the curriculum and reshape the classroom.

This is the ninth year that I’ve reviewed the stories we’re being told about education technology. Typically, this has been a ten (or more) part series. But I just can’t do it any more. Some people think it’s hilarious that I’m ed-tech’s Cassandra, but it’s not funny at all. It’s depressing, and it’s painful. And no one fucking listens.

If I look back at what I’ve written in previous years, I feel like I’ve already covered everything I could say about 2018. Hell, I’ve already written about the whole notion of the “zombie idea” in ed-tech – that bad ideas never seem to go away, that just get rebranded and repackaged. I’ve written about misinformation and ed-tech (and ed-tech as misinformation). I’ve written about the innovation gospel that makes people pitch dangerously bad ideas like “Uber for education” or “Alexa for babysitting.” I’ve written about the tech industry’s attempts to reshape the school system as its personal job training provider. I’ve written about the promise to “rethink the transcript” and to “revolutionize credentialing.” I’ve written about outsourcing and online education. I’ve written about coding bootcamps as the “new” for-profit higher ed, with all the exploitation that entails. I’ve written about the dangers of data collection and data analysis, about the loss of privacy and the lack of security.

And yet here we are, with Mark Zuckerberg – education philanthropist and investor – blinking before Congress, promising that AI will fix everything, while the biased algorithms keep churning out bias, while the education/technology industry (press) continues to be so blinded by “disruption” it doesn’t notice (or care) what’s happened to desegregation, and with so many data breaches and privacy gaffes that they barely make headlines anymore.

Folks. I’m done.

I’m also writing a book, and frankly that’s where my time and energy is going.

There is some delicious irony, I suppose, in the fact that there isn’t much that’s interesting or “innovative” to talk about in ed-tech, particularly since industry folks want to sell us on the story that tech is moving faster than it’s ever moved before, so fast in fact that the ol’ factory model school system simply cannot keep up.


I’ve always considered these year-in-review articles to be mini-histories of sorts – history of the very, very recent past. Now, instead, I plan to spend my time taking a longer, deeper look at the history of education technology, with particular attention for the next few months, as the title of my book suggests, to teaching machines – to the promises that machines will augment, automate, standardize, and individualize instruction. My focus is on the teaching machines of the mid-twentieth century, but clearly there are echoes – echoes of behaviorism and personalization, namely – still today.

In his 1954 book La Technique (published in English a decade later as The Technological Society), the sociologist Jacques Ellul observes how education had become oriented towards creating technicians, less interested in intellectual development than in personality development – a new “psychopedagogy” that he links to Maria Montessori. “The human brain must be made to conform to the much more advanced brain of the machine,” Ellul writes. “And education will no longer be an unpredictable and exciting adventure in human enlightenment , but an exercise in conformity and apprenticeship to whatever gadgetry is useful in a technical world.” I believe today we call this "social emotional learning" and once again (and so insistently by the ed-tech press and its billionaire backers), Montessori’s name is invoked as the key to preparing students for their place in the technological society.

Despite scant evidence in support of the psychopedagogies of mindsets, mindfulness, wellness, and grit, the ed-tech industry (press) markets these as solutions to racial and gender inequality (among other things), as the psychotechnologies of personalization are now increasingly intertwined not just with surveillance and with behavioral data analytics, but with genomics as well. “Why Progressives Should Embrace the Genetics of Education,” a NYT op-ed piece argued in July, perhaps forgetting that education’s progressives (including Montessori) have been down this path before.

This is the only good grit:

[image of Gritty]


If I were writing a lengthier series on the year in ed-tech, I’d spend much more time talking about the promises made about personalization and social emotional learning. I’ll just note here that the most important “innovator” in this area this year (other than Gritty) was surely the e-cigarette maker Juul, which offered a mindfulness curriculum to schools – offered them the curriculum and $20,000, that is – to talk about vaping. “‘The message: Our thoughts are powerful and can set action in motion,’ the lesson plan states.”

The most important event in ed-tech this year might have occurred on February 14, when a gunman opened fire on his former classmates at Marjory Stone Douglas High School in Parkland, Florida, killing 17 students and staff and injuring 17 others. (I chose this particular school shooting because of the student activism it unleashed.)

Oh, I know, I know – school shootings and school security aren’t ed-tech, ed-tech evangelists have long tried to insist, an argument I’ve heard far too often. But this year – the worst year on record for school shootings (according to some calculations) – I think that argument started to shift a bit. Perhaps because there’s clearly a lot of money to be made in selling schools “security” products and services: shooting simulation software, facial recognition technology, metal detectors, cameras, social media surveillance software, panic buttons, clear backpacks, bulletproof backpacks, bulletproof doors, emergency lockdown notification apps, insurance policies, bleeding control training programs, armed guards, and of course armed teachers.

“Does It Make More Sense to Invest in School Security or SEL?” Edsurge asked its readers this summer. Those are the choices – surveillance or surveillance.

What an utter failure of imagination.

But there you have it, folks. I’m done."]]></description>
<dc:subject>audreywatters education technology edtech 2018 surveillance privacy personalization progressive schools quantification gamification wholechild montessori mariamontessori eugenics psychology siliconvalley history venturecapital highereducation highered guns gunviolence children youth teens shootings money influence policy politics society economics capitalism mindfulness juul marketing gritty innovation genetics psychotechnologies gender race racism sexism research socialemotional psychopedagogy pedagogy teaching howweteach learning howwelearn teachingmachines nonprofits nonprofit media journalism access donaldtrump bias algorithms facebook amazon disruption data bigdata security jacquesellul sociology activism sel socialemotionallearning vc</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:b6652c04e6a1/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:audreywatters"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:technology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:edtech"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2018"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:surveillance"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:privacy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:personalization"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:progressive"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schools"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:quantification"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:gamification"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:wholechild"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:montessori"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:mariamontessori"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:eugenics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:psychology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:siliconvalley"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:history"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:venturecapital"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:highereducation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:highered"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:guns"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:gunviolence"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:shootings"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:money"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:influence"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:policy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:politics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:society"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:economics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:capitalism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:mindfulness"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:juul"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:marketing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:gritty"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:innovation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:genetics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:psychotechnologies"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:gender"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:race"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:racism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:sexism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:research"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:socialemotional"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:psychopedagogy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:pedagogy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howweteach"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howwelearn"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teachingmachines"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:nonprofits"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:nonprofit"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:media"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:journalism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:access"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:donaldtrump"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:bias"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:algorithms"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:facebook"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:amazon"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:disruption"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:data"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:bigdata"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:security"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:jacquesellul"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:sociology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:activism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:sel"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:socialemotionallearning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:vc"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://architecture.mit.edu/computation/lecture/playing-city-building">
    <title>Playing at City Building | MIT Architecture</title>
    <dc:date>2018-12-01T22:46:00+00:00</dc:date>
    <link>https://architecture.mit.edu/computation/lecture/playing-city-building</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["A century ago, American children regularly played at city building in schools and youth serving institutions. Much of this activity took the form of “junior republics” – miniature cities, states, and nations run by kids. With supervising adults in the background, the young officials made laws, took civil service exams, paid taxes, ran restaurants, printed newspapers, and role played other civic activities. This talk, which draws on my forthcoming book States of Childhood, explores the historical and contemporary significance of these participatory simulations. I'll argue that the history of the republic movement helps to make visible children’s widespread contributions to American city building, and how their varied contributions were rendered invisible through an earlier era’s discourse about simulation and play. I'll also discuss the republic movement's resonances with a range of contemporary techniques and technologies from role playing and gamification to virtual worlds and augmented reality games, and suggest how recent work in the history of computing and information technology is making available new bodies of theoretical and empirical research for scholars and practitioners seeking a “usable past.”

Playing at City Building
A century ago, American children regularly played at city building in schools and youth serving institutions. Much of this activity took the form of “junior republics” – miniature cities, states, and nations run by kids. With supervising adults in the background, the young officials made laws, took civil service exams, paid taxes, ran restaurants, printed newspapers, and role played other civic activities. This talk, which draws on my forthcoming book States of Childhood, explores the historical and contemporary significance of these participatory simulations. I'll argue that the history of the republic movement helps to make visible children’s widespread contributions to American city building, and how their varied contributions were rendered invisible through an earlier era’s discourse about simulation and play. I'll also discuss the republic movement's resonances with a range of contemporary techniques and technologies from role playing and gamification to virtual worlds and augmented reality games, and suggest how recent work in the history of computing and information technology is making available new bodies of theoretical and empirical research for scholars and practitioners seeking a “usable past.”

Jennifer Light

Director of the Program in Science, Technology, and Society; Bern Dibner Professor of the History of Science and Technology; Professor of Urban Studies and Planning
Jen Light’s eclectic interests span the history of science and technology in America over the past 150 years. She is the author of three books as well as articles and essays covering topics from female programming pioneers, to early attempts to organize smart cities, to the racial implications of algorithmic thinking in federal housing policy, to the history of youth political media production, to the uptake of scientific and technical ideas and innovations across other fields. Professor Light is especially fascinated by smart peoples’ bad ideas: efforts by well-intentioned scientists and engineers to apply scientific methods and technological tools to solve social and political problems—and how the history of their failures can inform contemporary scientific and engineering practice. 

Light holds degrees from Harvard University and the University of Cambridge. She has been a member of the Institute for Advanced Study and the Derek Brewer Visiting Fellow at Emmanuel College, University of Cambridge. Her work has been supported by the Graham Foundation for Advanced Studies in the Fine Arts and the Andrew W. Mellon Foundation, and honored with the Catherine Bauer Wurster Prize from the Society for American City and Regional Planning History and an honorary doctorate from the Illinois Institute of Technology. Light serves on the editorial boards IEEE Annals of the History of Computing; Information and Culture; Historical Studies in the Natural Sciences; and Journal of Urban History. Professor Light was previously on the faculty of the School of Communication and the Departments of History and Sociology at Northwestern University."]]></description>
<dc:subject>jenniferlight 2018 children youth teens urban urbanism cityplanning cities citybuilding schools education civics modeling participatory simulations participation government governance democracy politics computing technology society history via:nickkaufmann childhood play roleplaying gamification virtualworlds worldbuilding</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:b7ae40355670/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:jenniferlight"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2018"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:urban"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:urbanism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:cityplanning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:cities"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:citybuilding"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schools"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:civics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:modeling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:participatory"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:simulations"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:participation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:government"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:governance"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:democracy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:politics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:computing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:technology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:society"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:history"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:via:nickkaufmann"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:childhood"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:play"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:roleplaying"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:gamification"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:virtualworlds"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:worldbuilding"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://shass.mit.edu/news/election-insights-2018-jennifer-light-social-media-and-youth-political-engagement">
    <title>MIT SHASS: Election Insights 2018 - Jennifer Light - On Social Media and Youth Political Engagement</title>
    <dc:date>2018-12-01T22:36:54+00:00</dc:date>
    <link>https://shass.mit.edu/news/election-insights-2018-jennifer-light-social-media-and-youth-political-engagement</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Young people in the United States have always been politically active and have long been early adopters of new technologies. Kids of all ages, including those too young to vote, have been making political media for at least the past 150 years."

…

"These past patterns foreground important choices to be made about media policy and the design of media systems — choices that will determine whether youth political participation in the digital age follows a different path. Examining these patterns also reminds us that history can be an unexpectedly valuable resource for thinking about the future of technology in the United States."]]></description>
<dc:subject>jenniferlight civics youth children teens history politics us activism technology media policy democracy</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:1e86bc1b363a/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:jenniferlight"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:civics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:history"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:politics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:us"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:activism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:technology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:media"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:policy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:democracy"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.longviewoneducation.org/dr-michelle-fine-on-willful-subjectivity-and-strong-objectivity-in-education-research/">
    <title>Dr. Michelle Fine on Willful Subjectivity and Strong Objectivity in Education Research - Long View on Education</title>
    <dc:date>2018-11-29T03:32:02+00:00</dc:date>
    <link>https://www.longviewoneducation.org/dr-michelle-fine-on-willful-subjectivity-and-strong-objectivity-in-education-research/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["In this interview, Dr. Michelle Fine makes the argument for participatory action research as a sophisticated epistemology. Her work uncovers the willful subjectivity and radical wit of youth. In the last ten minutes, she gives some concrete recommendations for setting up a classroom that recognizes and values the gifts that students bring. Please check out her publications on ResearchGate [https://www.researchgate.net/profile/Michelle_Fine ] and her latest book Just Research in Contentious Times (Teachers College, 2018). [https://www.amazon.com/Just-Research-Contentious-Times-Methodological/dp/0807758736/ ]

Michelle Fine is a Distinguished Professor of Critical Psychology, Women’s Studies, American Studies and Urban Education at the Graduate Center CUNY.

Thank you to Dr. Kim Case and Professor Tanya L. Domi."]]></description>
<dc:subject>michellefine reasearch dispossession privilege resistance solidarity participatory participatoryactionresearch ethnography education benjamindoxtdatorcritical pedagogy race racism postcolonialism criticaltheory imf epistemology research focusgroups subjectivity youth teens stories socialjustice criticalparticipatoryactionresearch sexuality centering oppression pointofview action quantitative qualitative injustice gender deficit resilience experience radicalism incarceration billclinton pellgrants willfulsubjectivity survivance wit radicalwit indigeneity queer justice inquiry hannaharendt criticalbifocality psychology context history structures gigeconomy progressive grit economics victimblaming schools intersectionality apolitical neoliberalism neutrality curriculum objectivity contestedhistories whiteprivilege whitefragility islamophobia discrimination alienation conversation disengagement defensiveness anger hatred complexity diversity self-definition ethnicity</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:712fb285356b/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:michellefine"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:reasearch"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:dispossession"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:privilege"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:resistance"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:solidarity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:participatory"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:participatoryactionresearch"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:ethnography"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:benjamindoxtdatorcritical"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:pedagogy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:race"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:racism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:postcolonialism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:criticaltheory"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:imf"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:epistemology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:research"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:focusgroups"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:subjectivity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:stories"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:socialjustice"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:criticalparticipatoryactionresearch"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:sexuality"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:centering"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:oppression"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:pointofview"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:action"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:quantitative"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:qualitative"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:injustice"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:gender"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:deficit"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:resilience"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:experience"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:radicalism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:incarceration"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:billclinton"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:pellgrants"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:willfulsubjectivity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:survivance"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:wit"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:radicalwit"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:indigeneity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:queer"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:justice"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:inquiry"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:hannaharendt"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:criticalbifocality"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:psychology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:context"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:history"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:structures"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:gigeconomy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:progressive"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:grit"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:economics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:victimblaming"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schools"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:intersectionality"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:apolitical"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:neoliberalism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:neutrality"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:curriculum"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:objectivity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:contestedhistories"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:whiteprivilege"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:whitefragility"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:islamophobia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:discrimination"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:alienation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:conversation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:disengagement"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:defensiveness"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:anger"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:hatred"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:complexity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:diversity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:self-definition"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:ethnicity"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.nytimes.com/2018/10/30/learning/36-teenagers-show-us-their-generation.html">
    <title>36 Teenagers Show Us Their Generation - The New York Times</title>
    <dc:date>2018-11-08T22:11:00+00:00</dc:date>
    <link>https://www.nytimes.com/2018/10/30/learning/36-teenagers-show-us-their-generation.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["“What can you show us that might help make the portrait of ‘Gen Z’ more interesting, nuanced, complete or real?” we asked. Nearly 2,200 students answered."]]></description>
<dc:subject>teens youth genz generationz generations photography 2018 portraits zoomers</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:ee45b1cb4f28/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:genz"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:generationz"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:generations"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:photography"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2018"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:portraits"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:zoomers"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.newyorker.com/culture/the-front-row/minding-the-gap-reviewed-a-self-questioning-documentary-about-what-happened-to-a-group-of-young-skaters">
    <title>“Minding the Gap,” Reviewed: A Self-Questioning Documentary About What Happened to a Group of Young Skaters | The New Yorker</title>
    <dc:date>2018-10-20T22:42:47+00:00</dc:date>
    <link>https://www.newyorker.com/culture/the-front-row/minding-the-gap-reviewed-a-self-questioning-documentary-about-what-happened-to-a-group-of-young-skaters</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[[Carol Black: https://twitter.com/cblack__/status/1052995478583836672

2-step lesson for teachers:

1. Watch this documentary about the kids who will NEVER adapt well to authoritarian environments like school. https://www.youtube.com/watch?v=n5Vm_Awe3bw

2. Read how this skater kid learned to make brilliant films through self-directed learning, mentorships, discovery.

Through a slow process of experimentation, improvisation, exploration, director Bing Liu evolved from a skater kid with a video camera into a deep, accomplished filmmaker. https://www.newyorker.com/culture/the-front-row/minding-the-gap-reviewed-a-self-questioning-documentary-about-what-happened-to-a-group-of-young-skaters

<blockquote>As a teen-ager, a decade ago, in the small city of Rockford, Illinois, Bing Liu filmed himself and his friends skateboarding. He shot much of his footage while skating alongside them, and, as a result, the skating sequences of his documentary “Minding the Gap” (which opens today in theatres and streams on Hulu) have a surging, gliding, soaring, joyously speedy energy that offers a hypnotic whirl and rush. Those images of skating, however, are merely the background and context for the film, and the diverting thrill that they offer is crucial to the film’s substance. That substance—domestic trauma, systemic racism, and economic dislocation—is also the very stuff of society, and the near-at-hand intimacy gives rise to a film of vast scope and political depth.</blockquote>

Allowing his film to unfold over years of shooting and editing and re-editing, Liu uncovered the hidden depth and dimension in his subject matter. 
https://www.newyorker.com/culture/the-front-row/minding-the-gap-reviewed-a-self-questioning-documentary-about-what-happened-to-a-group-of-young-skaters

<blockquote>“Minding the Gap” builds Liu’s investigations, and the personal and ethical considerations that they entail, into the film. What he discovers—and films—of his friends’ present-day lives disturbs him, and Liu grapples with his own conflicts even while filming himself grappling with them. The details of the film make for an exemplary work of reporting. Liu’s clear revelation of specific yet complex events brings out psychological causality and logical connections but doesn’t impose a narrative; rather, the drama crystallizes as the events unfold. It’s a documentary in which the very nature of investigation is established—intellectually, aesthetically, and morally—by way of the personal implication of the filmmaker in the subject, of the filmmaker’s own need to make the images, to talk with the participants, to get beyond the surfaces of the settings. “Minding the Gap” is a personal documentary of the highest sort, in which the film’s necessity to the filmmaker—and its obstacles, its resistances, its emotional and moral demands on him—are part of its very existence.</blockquote>

Learning technical skills from online forums and by emulating filmmakers who inspired him, Liu was then able to allow the personal, emotional story to emerge. https://filmmakermagazine.com/105737-i-had-a-moral-crisis-bing-liu-on-minding-the-gap-personal-doc-voiceovers-and-cycles-of-abuse/#.W8i8by-ZMWo

<blockquote>Filmmaker: I had seen part of a cut that you had about a year ago. What I remember is, there was a lot more voiceover and the structure was different. There was a scene in the first ten minutes where you’re going to meet your mom to do the interview about you being abused by your stepfather, and you’re being interviewed in the car on the way: “So how do you feel about this?” At a certain point, obviously a lot of those things changed. Documentary editing processes are inherently long and complicated, but I’d love it if you could talk about thinking through some of those changes.

Liu: I didn’t begin the film wanting to be in the film. My background is, I got a camera to make videos when I was 14. I watched movies that inspired me, like Waking Life, Kids and Gummo. Some of my first shorts when I was a teen were this sort of Slacker plot where I follow people around Rockford as they interact with each other. The structure is based off of hand-offs, to give you a slice of community and the people in it. Anyway, I learned cinematography and editing through going to forums. There’s this website called Skate Perception that was kind of the Reddit for skate media makers all over the country. This was in the 2000s, when the internet was still finding its identity in many ways. It no longer exists; forums aren’t really a thing, for the most part.</blockquote>

“I didn’t go to film school, because everybody that I worked with in film was like: if you go to school, don’t go to school for film.” https://nofilmschool.com/2018/08/minding-gap-bing-liu-interview

<blockquote>NFS: How did you develop your unconventional aesthetics over time, starting from such a young age?

Liu: It was a mix of just emulating other creators and films that I was watching and also just going online and learning. By the time I was 16, I had a camera that I could set exposure and color temperature and with ND filters on it. By the time I was 17, I had a 24p camera and I was building my own dollies, so it was sort of just like exploring and emulation of what was happening at the time, which was a mix of the internet connecting more people, and also the DIY-style filmmaking that was growing with the advent of DSLR shooting video. I never really saw a career in film as a viable thing. I thought making films was just what I did.

<blockquote>"The Glidecam was freeing because you can run down stairs when you get good enough at it, and even jump over things with the cameras."</blockquote>

NFS: How did you transition to realizing that you could actually do this professionally?

Liu: It was when I got a job as a PA when I was 19 and I was like, “Oh, I can get paid $50 a day to like fetch coffee and carry heavy camera cases around for 14 hours.” It was less about the $50 and more about the “Oh, you can do this.”

NFS: That's what we're always telling people who want to break into the business: just get on set.

Liu: Yeah, I didn't go to film school, because everybody that I worked with in film was like: if you go to school. don't go to school for film, and so I went to school for literature. </blockquote>]]]></description>
<dc:subject>bingliu mindingthegap film filmmaking documentary srg unschooling deschooling authority authoritarianism school schooling schools learning skating skateboarding self-directed self-directedlearning howwelearn canon video domesticviolence 2018 carolblack teaching howweteach schooliness online internet web domestictrauma economics rustbelt society childabuse children teens youth streetculture illinois rockford friendship parenting dropouts aesthetics filmschool emulation cinematography</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:9e306829a2db/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:bingliu"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:mindingthegap"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:film"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:filmmaking"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:documentary"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:srg"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:unschooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:deschooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:authority"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:authoritarianism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:school"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schools"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:skating"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:skateboarding"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:self-directed"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:self-directedlearning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howwelearn"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:canon"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:video"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:domesticviolence"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2018"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:carolblack"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howweteach"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schooliness"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:online"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:internet"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:web"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:domestictrauma"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:economics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:rustbelt"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:society"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:childabuse"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:streetculture"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:illinois"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:rockford"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:friendship"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:parenting"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:dropouts"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:aesthetics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:filmschool"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:emulation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:cinematography"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://nofilmschool.com/2018/08/minding-gap-bing-liu-interview">
    <title>'Minding the Gap': How Bing Liu Turned 12 Years of Skate Footage into the Year's Most Heartfelt Doc</title>
    <dc:date>2018-10-20T22:37:00+00:00</dc:date>
    <link>https://nofilmschool.com/2018/08/minding-gap-bing-liu-interview</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[[Carol Black: https://twitter.com/cblack__/status/1052995478583836672

2-step lesson for teachers:

1. Watch this documentary about the kids who will NEVER adapt well to authoritarian environments like school. https://www.youtube.com/watch?v=n5Vm_Awe3bw

2. Read how this skater kid learned to make brilliant films through self-directed learning, mentorships, discovery.

Through a slow process of experimentation, improvisation, exploration, director Bing Liu evolved from a skater kid with a video camera into a deep, accomplished filmmaker. https://www.newyorker.com/culture/the-front-row/minding-the-gap-reviewed-a-self-questioning-documentary-about-what-happened-to-a-group-of-young-skaters

<blockquote>As a teen-ager, a decade ago, in the small city of Rockford, Illinois, Bing Liu filmed himself and his friends skateboarding. He shot much of his footage while skating alongside them, and, as a result, the skating sequences of his documentary “Minding the Gap” (which opens today in theatres and streams on Hulu) have a surging, gliding, soaring, joyously speedy energy that offers a hypnotic whirl and rush. Those images of skating, however, are merely the background and context for the film, and the diverting thrill that they offer is crucial to the film’s substance. That substance—domestic trauma, systemic racism, and economic dislocation—is also the very stuff of society, and the near-at-hand intimacy gives rise to a film of vast scope and political depth.</blockquote>

Allowing his film to unfold over years of shooting and editing and re-editing, Liu uncovered the hidden depth and dimension in his subject matter. 
https://www.newyorker.com/culture/the-front-row/minding-the-gap-reviewed-a-self-questioning-documentary-about-what-happened-to-a-group-of-young-skaters

<blockquote>“Minding the Gap” builds Liu’s investigations, and the personal and ethical considerations that they entail, into the film. What he discovers—and films—of his friends’ present-day lives disturbs him, and Liu grapples with his own conflicts even while filming himself grappling with them. The details of the film make for an exemplary work of reporting. Liu’s clear revelation of specific yet complex events brings out psychological causality and logical connections but doesn’t impose a narrative; rather, the drama crystallizes as the events unfold. It’s a documentary in which the very nature of investigation is established—intellectually, aesthetically, and morally—by way of the personal implication of the filmmaker in the subject, of the filmmaker’s own need to make the images, to talk with the participants, to get beyond the surfaces of the settings. “Minding the Gap” is a personal documentary of the highest sort, in which the film’s necessity to the filmmaker—and its obstacles, its resistances, its emotional and moral demands on him—are part of its very existence.</blockquote>

Learning technical skills from online forums and by emulating filmmakers who inspired him, Liu was then able to allow the personal, emotional story to emerge. https://filmmakermagazine.com/105737-i-had-a-moral-crisis-bing-liu-on-minding-the-gap-personal-doc-voiceovers-and-cycles-of-abuse/#.W8i8by-ZMWo

<blockquote>Filmmaker: I had seen part of a cut that you had about a year ago. What I remember is, there was a lot more voiceover and the structure was different. There was a scene in the first ten minutes where you’re going to meet your mom to do the interview about you being abused by your stepfather, and you’re being interviewed in the car on the way: “So how do you feel about this?” At a certain point, obviously a lot of those things changed. Documentary editing processes are inherently long and complicated, but I’d love it if you could talk about thinking through some of those changes.

Liu: I didn’t begin the film wanting to be in the film. My background is, I got a camera to make videos when I was 14. I watched movies that inspired me, like Waking Life, Kids and Gummo. Some of my first shorts when I was a teen were this sort of Slacker plot where I follow people around Rockford as they interact with each other. The structure is based off of hand-offs, to give you a slice of community and the people in it. Anyway, I learned cinematography and editing through going to forums. There’s this website called Skate Perception that was kind of the Reddit for skate media makers all over the country. This was in the 2000s, when the internet was still finding its identity in many ways. It no longer exists; forums aren’t really a thing, for the most part.</blockquote>

“I didn’t go to film school, because everybody that I worked with in film was like: if you go to school, don’t go to school for film.” https://nofilmschool.com/2018/08/minding-gap-bing-liu-interview

<blockquote>NFS: How did you develop your unconventional aesthetics over time, starting from such a young age?

Liu: It was a mix of just emulating other creators and films that I was watching and also just going online and learning. By the time I was 16, I had a camera that I could set exposure and color temperature and with ND filters on it. By the time I was 17, I had a 24p camera and I was building my own dollies, so it was sort of just like exploring and emulation of what was happening at the time, which was a mix of the internet connecting more people, and also the DIY-style filmmaking that was growing with the advent of DSLR shooting video. I never really saw a career in film as a viable thing. I thought making films was just what I did.

<blockquote>"The Glidecam was freeing because you can run down stairs when you get good enough at it, and even jump over things with the cameras."</blockquote>

NFS: How did you transition to realizing that you could actually do this professionally?

Liu: It was when I got a job as a PA when I was 19 and I was like, “Oh, I can get paid $50 a day to like fetch coffee and carry heavy camera cases around for 14 hours.” It was less about the $50 and more about the “Oh, you can do this.”

NFS: That's what we're always telling people who want to break into the business: just get on set.

Liu: Yeah, I didn't go to film school, because everybody that I worked with in film was like: if you go to school. don't go to school for film, and so I went to school for literature. </blockquote>]]]></description>
<dc:subject>bingliu mindingthegap film filmmaking documentary srg unschooling deschooling authority authoritarianism school schooling schools learning skating skateboarding self-directed self-directedlearning howwelearn canon video domesticviolence 2018 carolblack teaching howweteach schooliness online internet webapps domestictrauma economics rustbelt society childabuse children teens youth streetculture illinois rockford friendship parenting dropouts aesthetics filmschool emulation cinematography</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:5a761392d28b/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:bingliu"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:mindingthegap"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:film"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:filmmaking"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:documentary"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:srg"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:unschooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:deschooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:authority"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:authoritarianism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:school"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schools"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:skating"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:skateboarding"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:self-directed"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:self-directedlearning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howwelearn"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:canon"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:video"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:domesticviolence"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2018"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:carolblack"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howweteach"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schooliness"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:online"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:internet"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:webapps"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:domestictrauma"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:economics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:rustbelt"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:society"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:childabuse"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:streetculture"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:illinois"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:rockford"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:friendship"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:parenting"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:dropouts"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:aesthetics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:filmschool"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:emulation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:cinematography"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://filmmakermagazine.com/105737-i-had-a-moral-crisis-bing-liu-on-minding-the-gap-personal-doc-voiceovers-and-cycles-of-abuse/#.W8i8by-ZMWo">
    <title>“I Had a Moral Crisis”: Bing Liu on Minding the Gap, Personal Doc Voiceovers and Cycles of Abuse | Filmmaker Magazine</title>
    <dc:date>2018-10-20T22:36:02+00:00</dc:date>
    <link>https://filmmakermagazine.com/105737-i-had-a-moral-crisis-bing-liu-on-minding-the-gap-personal-doc-voiceovers-and-cycles-of-abuse/#.W8i8by-ZMWo</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[[Carol Black: https://twitter.com/cblack__/status/1052995478583836672

2-step lesson for teachers:

1. Watch this documentary about the kids who will NEVER adapt well to authoritarian environments like school. https://www.youtube.com/watch?v=n5Vm_Awe3bw

2. Read how this skater kid learned to make brilliant films through self-directed learning, mentorships, discovery.

Through a slow process of experimentation, improvisation, exploration, director Bing Liu evolved from a skater kid with a video camera into a deep, accomplished filmmaker. https://www.newyorker.com/culture/the-front-row/minding-the-gap-reviewed-a-self-questioning-documentary-about-what-happened-to-a-group-of-young-skaters

<blockquote>As a teen-ager, a decade ago, in the small city of Rockford, Illinois, Bing Liu filmed himself and his friends skateboarding. He shot much of his footage while skating alongside them, and, as a result, the skating sequences of his documentary “Minding the Gap” (which opens today in theatres and streams on Hulu) have a surging, gliding, soaring, joyously speedy energy that offers a hypnotic whirl and rush. Those images of skating, however, are merely the background and context for the film, and the diverting thrill that they offer is crucial to the film’s substance. That substance—domestic trauma, systemic racism, and economic dislocation—is also the very stuff of society, and the near-at-hand intimacy gives rise to a film of vast scope and political depth.</blockquote>

Allowing his film to unfold over years of shooting and editing and re-editing, Liu uncovered the hidden depth and dimension in his subject matter. 
https://www.newyorker.com/culture/the-front-row/minding-the-gap-reviewed-a-self-questioning-documentary-about-what-happened-to-a-group-of-young-skaters

<blockquote>“Minding the Gap” builds Liu’s investigations, and the personal and ethical considerations that they entail, into the film. What he discovers—and films—of his friends’ present-day lives disturbs him, and Liu grapples with his own conflicts even while filming himself grappling with them. The details of the film make for an exemplary work of reporting. Liu’s clear revelation of specific yet complex events brings out psychological causality and logical connections but doesn’t impose a narrative; rather, the drama crystallizes as the events unfold. It’s a documentary in which the very nature of investigation is established—intellectually, aesthetically, and morally—by way of the personal implication of the filmmaker in the subject, of the filmmaker’s own need to make the images, to talk with the participants, to get beyond the surfaces of the settings. “Minding the Gap” is a personal documentary of the highest sort, in which the film’s necessity to the filmmaker—and its obstacles, its resistances, its emotional and moral demands on him—are part of its very existence.</blockquote>

Learning technical skills from online forums and by emulating filmmakers who inspired him, Liu was then able to allow the personal, emotional story to emerge. https://filmmakermagazine.com/105737-i-had-a-moral-crisis-bing-liu-on-minding-the-gap-personal-doc-voiceovers-and-cycles-of-abuse/#.W8i8by-ZMWo

<blockquote>Filmmaker: I had seen part of a cut that you had about a year ago. What I remember is, there was a lot more voiceover and the structure was different. There was a scene in the first ten minutes where you’re going to meet your mom to do the interview about you being abused by your stepfather, and you’re being interviewed in the car on the way: “So how do you feel about this?” At a certain point, obviously a lot of those things changed. Documentary editing processes are inherently long and complicated, but I’d love it if you could talk about thinking through some of those changes.

Liu: I didn’t begin the film wanting to be in the film. My background is, I got a camera to make videos when I was 14. I watched movies that inspired me, like Waking Life, Kids and Gummo. Some of my first shorts when I was a teen were this sort of Slacker plot where I follow people around Rockford as they interact with each other. The structure is based off of hand-offs, to give you a slice of community and the people in it. Anyway, I learned cinematography and editing through going to forums. There’s this website called Skate Perception that was kind of the Reddit for skate media makers all over the country. This was in the 2000s, when the internet was still finding its identity in many ways. It no longer exists; forums aren’t really a thing, for the most part.</blockquote>

“I didn’t go to film school, because everybody that I worked with in film was like: if you go to school, don’t go to school for film.” https://nofilmschool.com/2018/08/minding-gap-bing-liu-interview

<blockquote>NFS: How did you develop your unconventional aesthetics over time, starting from such a young age?

Liu: It was a mix of just emulating other creators and films that I was watching and also just going online and learning. By the time I was 16, I had a camera that I could set exposure and color temperature and with ND filters on it. By the time I was 17, I had a 24p camera and I was building my own dollies, so it was sort of just like exploring and emulation of what was happening at the time, which was a mix of the internet connecting more people, and also the DIY-style filmmaking that was growing with the advent of DSLR shooting video. I never really saw a career in film as a viable thing. I thought making films was just what I did.

<blockquote>"The Glidecam was freeing because you can run down stairs when you get good enough at it, and even jump over things with the cameras."</blockquote>

NFS: How did you transition to realizing that you could actually do this professionally?

Liu: It was when I got a job as a PA when I was 19 and I was like, “Oh, I can get paid $50 a day to like fetch coffee and carry heavy camera cases around for 14 hours.” It was less about the $50 and more about the “Oh, you can do this.”

NFS: That's what we're always telling people who want to break into the business: just get on set.

Liu: Yeah, I didn't go to film school, because everybody that I worked with in film was like: if you go to school. don't go to school for film, and so I went to school for literature. </blockquote>]]]></description>
<dc:subject>bingliu mindingthegap film filmmaking documentary srg unschooling deschooling authority authoritarianism school schooling schools learning skating skateboarding self-directed self-directedlearning howwelearn canon video domesticviolence 2018 carolblack teaching howweteach schooliness online internet web domestictrauma economics rustbelt society childabuse children teens youth streetculture illinois rockford friendship parenting dropouts aesthetics filmschool emulation cinematography</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:d66a6aa2e7fb/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:bingliu"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:mindingthegap"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:film"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:filmmaking"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:documentary"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:srg"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:unschooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:deschooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:authority"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:authoritarianism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:school"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schools"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:skating"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:skateboarding"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:self-directed"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:self-directedlearning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howwelearn"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:canon"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:video"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:domesticviolence"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2018"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:carolblack"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howweteach"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schooliness"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:online"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:internet"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:web"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:domestictrauma"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:economics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:rustbelt"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:society"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:childabuse"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:streetculture"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:illinois"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:rockford"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:friendship"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:parenting"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:dropouts"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:aesthetics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:filmschool"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:emulation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:cinematography"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://time.com/5400566/cdc-mortality-report/">
    <title>Drugs, Alcohol and Suicide Are Killing So Many Young Americans That the Country’s Average Lifespan Is Falling | Time</title>
    <dc:date>2018-09-23T22:23:10+00:00</dc:date>
    <link>http://time.com/5400566/cdc-mortality-report/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Young Americans are dying in rising numbers because of drugs, alcohol and suicide, according to new federal data.

The Centers for Disease Control and Prevention’s National Center for Health Statistics (NCHS) issued its annual comprehensive health and mortality report, which analyzes trends in death rates by cause and demographic. Drugs, alcohol and suicide, the report says, have contributed to the first drops in U.S. life expectancy since 1993. While U.S. life expectancy rose from 77.8 to 78.6 years between 2006 and 2016, the trend reversed during the end of the decade, leading to a 0.3-year decline between 2014 and 2016 — in large part because of rising rates of drug overdoses, suicide and liver disease, as well as Alzheimer’s.

Death rates for Americans ages 15 to 44 rose by around 5% each year between 2013 and 2016, and drugs, alcohol and suicide are chiefly to blame, the CDC report says.

Drug overdoses alone killed more than 63,600 people in 2016, the report says. Among men ages 24 to 35, overdose rates rose by more than 25% each year between 2014 and 2016; nearly 50 out of every 100,000 people in this population died of overdose-related causes by 2016. Women ages 45 to 54 had the most overdoses overall, but those ages 15 to 24 saw the highest rate of increase: about a 19% jump per year between 2014 and 2016.

Alcohol is also a major public health concern. Liver disease replaced HIV as the sixth-leading killer of adults ages 25 to 44 in 2016. Among men and women ages 25 to 34, deaths from liver disease and cirrhosis increased by about 11% and 8% per year, respectively, between 2006 and 2016. Older adults, however, still die of liver disease at much higher rates than young adults.

Suicide, meanwhile, is on the rise in nearly every demographic — but a few trends emerged. Suicide is now the second-leading cause of death among people ages 15 to 24, increasing by 7% in this group each year between 2014 and 2016. It’s also the third-leading cause of death among people ages 25 to 44, killing almost 17 of every 100,000 people in this population in 2016. Suicide rates even rose among children ages 1 to 14, increasing around 9% each year during the study period — though fewer than one of every 100,000 people in this group died by suicide in 2016.

And while men still die by suicide much more frequently than women, increasing rates among young women are starting to narrow that gap. Suicide rates among young and teenage girls rose by 70% between 2010 and 2016, according to previous CDC data.

Nearly three-quarters of the Americans who died in 2016 were older than 65. Rates of many common killers decreased in this population during the preceding decade; deaths from heart disease and cancer, the top two killers of adults older than 65, both declined, as did those from strokes.The exception, however, was Alzheimers, the death rate of which rose by 21%. According to separate CDC data released Thursday, that trend is likely to continue. The number of people affected by Alzheimer’s and related dementias is projected to double by 2060, rising from 5 million people (1.6% of the U.S. population) in 2014 to an estimated 13.9 million people (3.3% of the population) in 2060, according to the CDC."]]></description>
<dc:subject>drugs alcohol lifeexpectancy 2018 us disease suicide anxietydepression mentalhealth cdc epidemics youth teens gender data health mortality society</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:ec5ce0188c85/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:drugs"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:alcohol"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:lifeexpectancy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2018"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:us"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:disease"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:suicide"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:anxietydepression"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:mentalhealth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:cdc"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:epidemics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:gender"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:data"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:health"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:mortality"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:society"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.instagram.com/p/BnMSx0GF3tA/?saved-by=robertogreco">
    <title>Keire Johnson en Instagram: “Shout out @finhan_ for making this after watching Minding the Gap! What I take from this piece (personally) : The paper bag over the…”</title>
    <dc:date>2018-09-02T00:07:58+00:00</dc:date>
    <link>https://www.instagram.com/p/BnMSx0GF3tA/?saved-by=robertogreco</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Shout out @finhan_ for making this after watching Minding the Gap! 
What I take from this piece (personally) : The paper bag over the skater's face to me represents how skateboarding suppresses all the negative emotions you can feel growing up and acts almost as a cloak of some sort. 

When you take the bag off after skating, all of the bullshit comes back to you. Skateboarding cures heartache however it has limited powers. It can't cure everything.

That's where other creative outlets come in. 
Music, art, dance, writing, and ect. 
I am luck enough to have multiple outlets but I recommend finding a creative outlet that works for you. It's good for you. 
Thanks again @finhan_"]]></description>
<dc:subject>keirejohnson skateboarding skating 2018 adolescence youth teens self-medication escape creativity music art arts dance writing outlets identity</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:a3cc4a47a81f/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:keirejohnson"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:skateboarding"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:skating"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2018"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:adolescence"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:self-medication"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:escape"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:creativity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:music"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:art"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:arts"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:dance"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:writing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:outlets"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:identity"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://twitter.com/CarlaShalaby/status/1033450332188299264">
    <title>Carla Shalaby on Twitter: &quot;One way educators can support the #NationalPrisonStrike is to recognize how we model and teach a carceral philosophy of throwaway people when we rely on punishment, exclusion, removal, control, and policing as our strategies of</title>
    <dc:date>2018-08-26T18:17:44+00:00</dc:date>
    <link>https://twitter.com/CarlaShalaby/status/1033450332188299264</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["One way educators can support the #NationalPrisonStrike is to recognize how we model and teach a carceral philosophy of throwaway people when we rely on punishment, exclusion, removal, control, and policing as our strategies of "classroom management." 1/

Too often, teachers think classroom management is something to do in order to get to the real teaching. In fact, classroom management is teaching itself. It's a curriculum, a set of lessons that young people are learning from us. 

Are we intentional in these lessons?

How might the everyday experience of schooling be different if we imagined classroom management as a prison abolition curriculum? 

What might lessons in freedom look like, instead of lessons in authoritative models of control that teach strategies for powering over others?

Freedom does NOT mean doing whatever we want. Or just having lots of choice. It means getting to be our whole, human selves, in community with other whole, human selves, and using our power to demand that each of us is taken care of, treated with dignity, and fully embraced.

Given this definition of freedom, we are not free if we don't consider how to support these prisoners on strike. Because we would be failing to use our power to demand that each of us is taken care of, treated with dignity, and fully embraced. Teachers have lots of this power.

Freedom is a VERY high standard of "classroom management," not the loosey-goosey, chaotic free-for-all that educators often fear. We must notice and stop classroom practices that model a culture of policing and prison, AND we must also draft a freedom curriculum with children.

What might that look like? Ask your kids. They're the ones with their imaginations still intact. Ask them what human beings need to be their best, most whole human selves. And how we can each use our power to meet those needs, in community and with community. No throwaway people.

Take a lesson from @DingleTeach's approach, which was to work with her students to understand together that they need one central "rule" as their approach to classroom management: "We will take care of each other."

I invite classroom teachers to imagine their possibilities as prison abolitionists. This primer is a good start. https://www.thenation.com/article/what-is-prison-abolition … "As @C_Resistance explains in its definition of abolition, 'we must build models today that can represent how we want to live in the future.'"

What models could you build today within the four walls of your classroom (WITH YOUNG PEOPLE, not FOR them!) that can represent how we want to live in the future? 

That's a freedom question that could guide your classroom management curriculum this new school year.

When you feel stuck or if you are scared to misstep, you could look at your classroom management practices that day and ask students, "what did I teach through how I treated you? What did we learn by my model?" Invite them to help you do better, to teach one other to do better.

Angela Davis says, "[prison] relieves us of the responsibility of seriously engaging with the problems of our society, especially those produced by racism and, increasingly, global capitalism.” She tells us, "prisons do not disappear social problems, they disappear human beings."

Suspension and expulsion do the same. They don't disappear social problems, they disappear human beings, as Davis teaches. So don't let anyone fool you into believing that throwing young people away is a question of safety. We don't disappear danger by disappearing human beings.

A safe world will require us to learn freedom, together with young people and with reverence for the lessons of our elders, and to use schools as a way to engage children in addressing social problems rather than hoping to simply disappear the human beings who make them visible."]]></description>
<dc:subject>nationalprisonstrike teaching howweteach classroommanagement freedom control prisons curriculum hiddencurriculum authority authoritarianism power hierarchy prisonabolition children youth teens society capitalism prisonindustrialcomplex suspension expulsion discipline sorting schooltoprisonpipeline</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:f276d1b95df9/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:nationalprisonstrike"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howweteach"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:classroommanagement"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:freedom"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:control"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:prisons"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:curriculum"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:hiddencurriculum"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:authority"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:authoritarianism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:power"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:hierarchy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:prisonabolition"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:society"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:capitalism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:prisonindustrialcomplex"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:suspension"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:expulsion"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:discipline"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:sorting"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schooltoprisonpipeline"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.mindingthegapfilm.com/">
    <title>Minding the Gap</title>
    <dc:date>2018-08-11T23:05:43+00:00</dc:date>
    <link>https://www.mindingthegapfilm.com/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[[coming to Hulu August 17, 2018
trailer: https://www.youtube.com/watch?v=n5Vm_Awe3bw ]

"Three young men bond together to escape volatile families in their Rust Belt hometown.  
As they face adult responsibilities, unexpected revelations threaten their decade-long friendship. "

[See also:
http://www.firstshowing.net/2018/sundance-interview-minding-the-gap-director-bing-liu-on-doc-films/
https://www.indiewire.com/2018/07/minding-the-gap-trailer-bing-liu-sundance-documentary-1201985139/
https://kartemquin.com/about/Bing-Liu
https://www.youtube.com/watch?v=Eh1mRZt1VPk ]]]></description>
<dc:subject>film documentary towatch skateboarding skating adolescence children youngadults masculinity society parenting bingliu domestictrauma economics rustbelt childabuse teens youth streetculture illinois rockford friendship dropouts 2018 aesthetics filmschool emulation cinematography</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:4586a06fdcd5/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:film"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:documentary"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:towatch"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:skateboarding"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:skating"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:adolescence"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youngadults"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:masculinity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:society"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:parenting"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:bingliu"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:domestictrauma"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:economics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:rustbelt"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:childabuse"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:streetculture"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:illinois"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:rockford"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:friendship"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:dropouts"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2018"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:aesthetics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:filmschool"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:emulation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:cinematography"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://harpers.org/archive/2015/04/abolish-high-school/">
    <title>[Easy Chair] | Abolish High School, by Rebecca Solnit | Harper's Magazine</title>
    <dc:date>2018-06-10T19:18:41+00:00</dc:date>
    <link>https://harpers.org/archive/2015/04/abolish-high-school/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["I didn’t go to high school. This I think of as one of my proudest accomplishments and one of my greatest escapes, because everyone who grows up in the United States goes to high school. It’s such an inevitable experience that people often mishear me and think I dropped out.

I was a withdrawn, bookish kid all through elementary school, but the difficulty of being a misfit intensified when I started seventh grade. As I left campus at the end of my first day, people shouted insults that ensured I knew my clothes didn’t cut it. Then there was P.E., where I had to don a horrendous turquoise-striped polyester garment that looked like a baby’s onesie and follow orders to run or jump or play ball — which is hard to do when you’re deeply withdrawn — after which I had to get naked, in all my late-bloomer puniness, and take showers in front of strangers. In science class we were graded on crafting notebooks with many colors of pen; in home economics, which was only for girls — boys had shop — we learned to make a new kind of cake by combining pudding mix with cake mix; even in English class I can remember reading only one book: Dickens’s flattest novel, Hard Times. At least the old history teacher in the plaid mohair sweaters let me doze in the front row, so long as I knew the answers when asked.

In junior high, everything became a little more dangerous. Most of my peers seemed to be learning the elaborate dance between the sexes, sometimes literally, at school dances I never dreamed of attending, or in the form of the routines through which girls with pompoms ritually celebrated boys whose own role in that rite consisted of slamming into one another on the field.

I skipped my last year of traditional junior high school, detouring for ninth and tenth grade into a newly created alternative junior high. (The existing alternative high school only took eleventh and twelfth graders.) The district used this new school as a dumping ground for its most insubordinate kids, so I shared two adjoining classrooms with hard-partying teenage girls who dated adult drug dealers, boys who reeked of pot smoke, and other misfits like me. The wild kids impressed me because, unlike the timorous high achievers I’d often been grouped with at the mainstream school, they seemed fearless and free, skeptical about the systems around them.

There were only a few dozen students, and the adults treated us like colleagues. There was friendship and mild scorn but little cruelty, nothing that pitted us against one another or humiliated us, no violence, no clearly inculcated hierarchy. I didn’t gain much conventional knowledge, but I read voraciously and had good conversations. You can learn a lot that way. Besides, I hadn’t been gaining much in regular school either.

I was ravenous to learn. I’d waited for years for a proper chance at it, and the high school in my town didn’t seem like a place where I was going to get it. I passed the G.E.D. test at fifteen, started community college the following fall, and transferred after two semesters to a four-year college, where I began, at last, to get an education commensurate with my appetite.

What was it, I sometimes wonder, that I was supposed to have learned in the years of high school that I avoided? High school is often considered a definitive American experience, in two senses: an experience that nearly everyone shares, and one that can define who you are, for better or worse, for the rest of your life. I’m grateful I escaped the particular definition that high school would have imposed on me, and I wish everyone else who suffered could have escaped it, too.

For a long time I’ve thought that high school should be abolished. I don’t mean that people in their teens should not be educated at public expense. The question is what they are educated in. An abolitionist proposal should begin by acknowledging all the excellent schools and teachers and educations out there; the people who have a pleasant, useful time in high school; and the changes being wrought in the nature of secondary education today. It should also recognize the tremendous variety of schools, including charter and magnet schools in the public system and the private schools — religious, single-sex, military, and prep — that about 10 percent of American students attend, in which the values and pedagogical systems may be radically different. But despite the caveats and anomalies, the good schools and the students who thrive (or at least survive), high school is hell for too many Americans. If this is so, I wonder why people should be automatically consigned to it.

In 2010, Dan Savage began the It Gets Better Project, which has gathered and posted video testimonials from gay and lesbian adults and queer-positive supporters (tens of thousands of them, eventually, including professional sports stars and the president) to address the rash of suicides by young queer people. The testimonials reassure teenagers that there is life after high school, that before long they’ll be able to be who they are without persecution — able to find love, able to live with dignity, and able to get through each day without facing intense harassment. It’s a worthy project, but it implicitly accepts that non-straight kids must spend their formative years passing through a homophobic gauntlet before arriving at a less hostile adult world. Why should they have to wait?

Suicide is the third leading cause of death for teens, responsible for some 4,600 deaths per year. Federal studies report that for every suicide there are at least a hundred attempts — nearly half a million a year. Eight percent of high school students have attempted to kill themselves, and 16 percent have considered trying. That’s a lot of people crying out for something to change.

We tend to think that adolescence is inherently ridden with angst, but much of the misery comes from the cruelty of one’s peers. Twenty-eight percent of public school students and 21 percent of private school students report being bullied, and though inner-city kids are routinely portrayed in the press as menaces, the highest levels of bullying are reported among white kids and in nonurban areas. Victims of bullying are, according to a Yale study, somewhere between two and nine times more likely to attempt suicide. Why should children be confined to institutions in which these experiences are so common?

Antibullying programs have proliferated to such an extent that even the Southern Poverty Law Center has gotten involved, as though high school had joined its list of hate groups. An educational video produced by the S.P.L.C. focuses on the case of Jamie Nabozny, who successfully sued the administrators of his small-town Wisconsin school district for doing nothing to stop — and sometimes even blaming him for — the years of persecution he had suffered, including an attack that ruptured his spleen. As Catherine A. Lugg, an education scholar specializing in public school issues, later wrote, “The Nabozny case clearly illustrates the public school’s historic power as the enforcer of expected norms regarding gender, heteronormativity, and homophobia.”

I once heard Helena Norberg-Hodge, an economic analyst and linguist who studies the impact of globalization on nonindustrialized societies, say that generational segregation was one of the worst kinds of segregation in the United States. The remark made a lasting impression: that segregation was what I escaped all those years ago. My first friends were much older than I was, and then a little older; these days they are all ages. We think it’s natural to sort children into single-year age cohorts and then process them like Fords on an assembly line, but that may be a reflection of the industrialization that long ago sent parents to work away from their children for several hours every day.

Since the 1970s, Norberg-Hodge has been visiting the northern Indian region of Ladakh. When she first arrived such age segregation was unknown there. “Now children are split into different age groups at school,” Norberg-Hodge has written. “This sort of leveling has a very destructive effect. By artificially creating social units in which everyone is the same age, the ability of children to help and to learn from each other is greatly reduced.” Such units automatically create the conditions for competition, pressuring children to be as good as their peers. “In a group of ten children of quite different ages,” Norberg-Hodge argues, “there will naturally be much more cooperation than in a group of ten twelve-year-olds.”

When you are a teenager, your peers judge you by exacting and narrow criteria. But those going through the same life experiences at the same time often have little to teach one another about life. Most of us are safer in our youth in mixed-age groups, and the more time we spend outside our age cohort, the broader our sense of self. It’s not just that adults and children are good for adolescents. The reverse is also true. The freshness, inquisitiveness, and fierce idealism of a wide-awake teenager can be exhilarating, just as the stony apathy of a shut-down teenager can be dismal.

A teenager can act very differently outside his or her peer group than inside it. A large majority of hate crimes and gang rapes are committed by groups of boys and young men, and studies suggest that the perpetrators are more concerned with impressing one another and conforming to their group’s codes than with actual hatred toward outsiders. Attempts to address this issue usually focus on changing the social values to which such groups adhere, but dispersing or diluting these groups seems worth consideration, too.

High school in America is too often a place where one learns to conform or take punishment — and conformity is itself a kind of punishment, one that can flatten out your soul or estrange you from it.

High school, particularly the suburban and small-town varieties, can seem a parade of clichés, so much so that it’s easy to believe that jockocracies (a term used to describe Columbine High School at the time of the 1999 massacre), girls’ rivalries, punitive regimes of conformity and so forth, are anachronistic or unreal, the stuff of bad movies. Then another story reminds us that people are still imprisoned in these clichés. The day I write this, news comes that, yet again, high school football players have been charged with raping a fellow student. This time it’s five boys in Florida. In a 2012 sexual-assault case in Steubenville, Ohio, one of the football players accused of the crime texted a friend that he wasn’t worried about the consequences because his football coach “took care of it.” The victim received death threats for daring to speak up against popular boys, as did a fourteen-year-old in Missouri named Daisy Coleman, who, in the same year, reported being raped by a popular football player named Matt who was three years her senior.

Coleman, who has attempted suicide multiple times, wrote:

<blockquote>When I went to a dance competition I saw a girl there who was wearing a T-shirt she made. It read: matt 1, daisy 0. Matt’s family was very powerful in the state of Missouri and he was also a very popular football player in my town, but I still couldn’t believe it when I was told the charges were dropped. Everyone had told us how strong the case was — including a cell phone video of the rape which showed me incoherent. All records have been sealed in the case, and I was told the video wasn’t found. My brother told me it was passed around school.</blockquote>

I wonder what pieces we’d have to pull away to demolish the system that worked so hard to destroy Coleman.

But abolishing high school would not just benefit those who are at the bottom of its hierarchies. Part of the shared legacy of high school is bemused stories about people who were treated as demigods at seventeen and never recovered. A doctor I hang out with tells me that former classmates who were more socially successful in high school than he was seem baffled that he, a quiet youth who made little impression, could be more professionally successful, as though the qualities that made them popular should have effortlessly floated them through life. It’s easy to laugh, but there is a real human cost. What happens to people who are taught to believe in a teenage greatness that is based on achievements unlikely to matter in later life?

Abolishing high school could mean many things. It could mean compressing the time teenagers have to sort out their hierarchies and pillory outsiders, by turning schools into minimalist places in which people only study and learn. All the elaborate rites of dances and games could take place under other auspices. (Many Europeans and Asians I’ve spoken to went to classes each day and then left school to do other things with other people, forgoing the elaborate excess of extracurricular activities that is found at American schools.) It could mean schools in which age segregation is not so strict, where a twelve-year-old might mentor a seven-year-old and be mentored by a seventeen-year-old; schools in which internships, apprenticeships, and other programs would let older students transition into the adult world before senior year. (Again, there are plenty of precedents from around the world.)

Or it could mean something yet unimagined. I’ve learned from doctors that you don’t have to have a cure before you make a diagnosis. Talk of abolishing high school is just my way of wondering whether so many teenagers have to suffer so much. How much of that suffering is built into a system that is, however ubiquitous, not inevitable? “Every time I drive past a high school, I can feel the oppression. I can feel all those trapped souls who just want to be outside,” a woman recalling her own experience wrote to me recently. “I always say aloud, ‘You poor souls.’ ”"]]></description>
<dc:subject>rebeccasolnit 2015 highschool education schools schooling adolescence unschooling deschooling oppression teens youth hierarchy agesegregation internships apprenticeships mentoring mentors popularity jockocracies sports rapeculture us society peers hatecrime conformity values helenanorberg-hodge lcproject openstudioproject cooperation competition segregation bullying bullies splc persecution gender sexuality heteronormativity homophobia angst cruelty suicide dances prom misfits friendship learning howwelearn srg glvo edg</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:a901461abee5/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:rebeccasolnit"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2015"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:highschool"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schools"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:adolescence"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:unschooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:deschooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:oppression"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:youth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:hierarchy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:agesegregation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:internships"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:apprenticeships"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:mentoring"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:mentors"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:popularity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:jockocracies"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:sports"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:rapeculture"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:us"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:society"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:peers"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:hatecrime"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:conformity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:values"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:helenanorberg-hodge"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:lcproject"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:openstudioproject"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:cooperation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:competition"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:segregation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:bullying"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:bullies"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:splc"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:persecution"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:gender"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:sexuality"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:heteronormativity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:homophobia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:angst"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:cruelty"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:suicide"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:dances"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:prom"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:misfits"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:friendship"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howwelearn"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:srg"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:glvo"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:edg"/>
</rdf:Bag></taxo:topics>
</item>
</rdf:RDF>