Beyond the Dream: Social Justice Strategies and Curriculum for Youth Development Programs

• In Event: School, Community, and Family Partnerships in Support of Black Success

Abstract

Objective

More than 50% of all school-age children have a need for an afterschool program. That need is greater for low-income and youth of color. Add to that the summer time need and the demand for quality youth programs and things get complicated. Given the impact of summer and afterschool programs on student success, programs are needed that can engage young people in academic activities outside of the school day. While many programs exist, often they lack in resources to provide academic support or professional development for their staff. However, numerous studies recognize when a caring adult is invested in a young persons success, the young person is likely to do much better. Quality programs that provide enrichment and connect with caregivers can provide opportunities for youth to thrive and make valuable contributions to their communities and improve their academic success. This paper will discuss the development of a social justice curriculum and illuminate how a providing resources and support enhances the capacity of the out-of-school time programs.

Perspective / Theoretical Framework

The Beyond the Dream curriculum was developed to support programs serving African American youth during the school day and out-of-school time. The curriculum uses strategies of incorporating relevance, student interests, emotional support and collaborative learning in literacy instruction. The program is additionally unique in that the focus of the curriculum is on social justice. African American youth are acutely aware of injustice, and indeed experience injustices everyday. Poetry, song, storytelling and lived experiences have been identified as tools to improve social skills, develop social awareness and increase both engagement and productivity.

Program Activities

The program provides multiple professional development opportunities for staff from community based organizations. Participants receive copies of books, activity pages and support for implementation. Examples of books included Dream Keeper and other Poems by Langston Hughes and Honey I Love, by Eloise Greenfield. Lesson plans and activity ideas are provided for each of the books on the reading list to build collaborative conversations between the youth, and highlight a social justice theme.

After the participants attend a training session, they complete a survey and submit it to the training facilitator. Participants are also expected to read and distribute books. As part of the training, participants choose books and can ask for additional copies for their youth. The aim of the program was not only to increase reading, but also to actively support professional development of service providers, increase opportunities for youth engagement and build capacity of community based organizations to support youth around social justice, civic engagement and literacy instruction.

Author

• Sheryl Evans Davis, San Francisco Human Rights Commission