1. …but sorta also right when we tell kids they can make a difference…and we’re wrong Jenna McWilliams Learning Sciences Program, Indiana University http://jennamcwilliams.com

2. the “I have concerns about the state of civics education in America” narrative --source:Anne O’Brien, Let’s Bring Civic Education to the Front Burner / Edutopia (http://www.edutopia.org/blog/civic-education-high-priority-anne-obrien) “These students will become voters who have to make important decisions every election -- but only about 24% have a proficient understanding of civics? It's a bit scary. This lack of civics knowledge could have dire consequences. Our nation is designed for the participation of the people. If our citizens don't understand how it works, how can we make the right decisions?”

3. a citizen who understands how it works: Jenna: Did you guys all write to the school board? Adam: I didn’t because I think it is no use…. I didn’t think it was--there was a use. But that’s just me because I’m a pessimist. But— Jenna: How come you didn’t speak at the thing? Adam: Cause I wouldayelled and got mad and said stuff.

4. point 1: traditional forms of participation don’t (always) work Jenna: Did you guys all write to the school board? Adam: …. I didn’t think it was--there was a use. But that’s just me because I’m a pessimist. But— Jenna: How come you didn’t speak at the thing? Adam: Cause I wouldayelled and got mad and said stuff. I didn’t because I think it is no use

5. point 2: politics are often unfair (particularly to marginalized groups) Jenna: Did you guys all write to the school board? Adam: I didn’t because I think it is no use…. I didn’t think it was--there was a use. But that’s just me because I’m a pessimist. But— Jenna: How come you didn’t speak at the thing? Adam: Cause I woulda yelled and got mad and said stuff.

6. point 3: community extends beyond walls

7. point 4: participation extends beyond political engagement

8. marching orders we need to think about follow-through to support learners after they’ve begun to speak Nichole Pinkard, DYN-Chicago; Ernest Morrell / Institute for Democracy, Education & Access (IDEA), UCLA we must orient kids toward a broader understanding of ‘civics’ (by embracing a broader definition ourselves) Ito et. al, Hanging out, messing around, &geeking out (2009); Henry Jenkins, New Media Literacies, USC when we empower kids to speak, we must also help them decide when to stop speaking

9. …but sorta also right when we tell kids they can make a difference…and we’re wrong Jenna McWilliams Learning Sciences Program, Indiana University