FROM COMPLIANCE TO EMPOWERMENT
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leggings in the winter. Beneath their anger was a genuine concern about societal expectations on girls’ bodies. Sometimes, simply having their voices heard is enough to validate them, even if the policy itself doesn’ t change. As educators, we should create a space where students feel safe to express their frustrations, and we should acknowledge their valid concerns, regardless of whether the status quo remains intact.
3. Sharpen delivery skills through practice. In Blink, Malcolm Gladwell argues that first impressions can have lasting effects. When guiding students through leadership or advocacy, role-playing can help them refine their arguments. Instead of just telling them what to do, we should run through scenarios and let them hear their own arguments, identifying strengths and weaknesses in real-time. This fosters self-confidence and critical thinking. Dorothy Sayers in her 1947 speech,“ The Lost Tools of Learning,” argued that encouraging young people to challenge and debate their elders can be beneficial, as their natural argumentativeness will be directed positively rather than wasted. She suggested that children who are encouraged to engage in thoughtful discussion may be less disruptive at home, and elders who expect children“ should be seen and not heard have no one to blame but themselves.”
4. Acknowledge the message, support the delivery. Students, especially those in ideological minorities, often struggle to express their
“ We must reflect on how we can support all students, especially those who feel alienated or misunderstood.”
beliefs. I once had a student present a current events project with excellent information, but some inflammatory images. Rather than shaming him, I focused on helping him communicate his message more effectively, encouraging him to appeal to his audience. I expressed that my fear for him was that he would stop expressing his beliefs entirely, if he internalized that the critique was about his message, not his delivery. It’ s crucial not to criticize the message without supporting the student’ s growth in communication skills. We must reflect on how we can support all students, especially those who feel alienated or misunderstood.
5. Sometimes empowering students is allowing them to fail. Empowering students sometimes means allowing them to fail. For example, in our middle school, 8th graders lead lessons for 6th and 7th graders. They design the program, teach their peers, and navigate the challenges of facilitating the lesson— often struggling along the way. The role of the teachers is to sit back and watch, and of course step in if things
Page 14 Summer 2025 CSEE Connections