Are young people 'Angry, Violent and Abusive'?

Barnardos research has rekindled the old 'young people are animals' debate again, which hadn't really died down since the riots, and draconian sentences of a month ago or so, and before that, the rolling press coverage of various 'hoodie' related and other generally lazy 'children-are-not-what-they-used-to-be' stories.

In their survey they found that Almost half of Britons think young people are angry violent and abusive, with one in four thinking troubled children are beyond help by the age of 10. there was plenty of other equally scary stats (see Children behaving like animals, Barnardo's survey finds).

So which two thousand people did they ask?  Were any of them under 18?  Constant debate among (only) adults about changes in childhood is really rather dull and a bit meaningless.  It does however, reveal a far more interesting and useful question:

How much (and what quality of) social contact is there between younger and older people?

Going back to the figures, I'd really like to ask the 24% of people who thought those who behaved badly were beyond help by the age of 10.  How many of them have any meaningful relationship with any children?  I find it hard to believe anyone who lives or works with children (angels or bad boys) can possibly imagine any child being beyond help.

Looking to our politicians, have any come from troubled childhoods?  Boris Johnson, Dave Cameron and their Bullingdon Club mates have certainly done quite well despite, in their youth, trashing pubs and restaurants.  Even Cleggy, given his previous arson conviction, has done quite well.

Dave Cameron in his now famous 'hug a hoodie' speach, to the Centre for Social Justice founded by Iain Duncan Smith (not many under 18s there) says:

The first thing is to recognise that we'll never get the answers right unless we understand what's gone wrong...We - the people in suits - often see hoodies as aggressive, the uniform of a rebel army of young gangsters...

The complaints are identical.
Young people are out of control.
There's nothing for them to do.
Why can't their parents do their job properly?

...And if the phrase "social justice" is to be meaningful, it has to be about justice, as well as compassion and kindness.  It has to involve a sense of cause and consequence - of just rewards and just deserts.  One of the most important things we can teach our children is a sense of justice.'

The 'suits' is an interesting stereotype of his audience (their website certainly doesn't suggest that); The 'hoodies' in his speach remain a voiceless stereotype. When he talks of 'justice' all I can see screaming out is the injustice meted out everyday on young people by adults. ASBOs, mosquito alarms, and the recent use of heavy custodial sentences in the riots are obvious recent injustices, but they also model division between young and old, exasperating entrenched attitudes of young and old.

David Cameron goes on:

'Too often, the reality is that for "partnership" you can read "takeover."
If we're serious about the social sector doing more, then government and the public sector has to learn to let go.

There are two values at the heart of modern Conservatism.
Trusting people, and sharing responsibility.'

He was, of course, considering 'state' and 'private' sectors. However, if we make the leap to consider children themselves as part of a 'partnership', a trusting relationship, sharing responsibility, then we can look to real 'justice', and an opportunity for all of us to work together to challenge criminal behaviour and promote 'Big society' values.

Some examples of on-going collaborative work with young people in Birmingham:

 The Future Melting Pot  empower young people to achieve their potential through enterprise

Children's Lives -  Birmingham's Young People's Archive

No Postcode - Young people from the West Midlands has made a video to stop people joining gangs

Please add more you know about in comments.

Other links

http://www.bbc.co.uk/news/uk-15568442

http://news.uk.msn.com/uk/half-think-youngsters-are-violent

http://www.youtube.com/watch?v=7ueBCWaWNcY

http://johnault.wordpress.com/2009/11/10/the-bullingdon-club-boris-dave-and-gideon-yes-but-an-aspiring-liberal-mp-and-a-former-party-presdient-surely-not/

http://www.telegraph.co.uk/news/uknews/1542634/Cameron-as-leader-of-the-Slightly-Silly-Party.html
Cameron Hoodie speach

Chris Upton's Local Heroes

Thanks again to Dr. Chris Upton, senior lecturer at Newman University College Birmingham, who came to Paganel Primary School to present his local heroes to years 5 and 6.  An inspirational speaker as always, he identified a Victorian writer,  a landowner and builder of Weoley Castle, an industrialist, a writer, a very, very tall lady, and a tree - five of his heroes from our local area.

Please see 17 minute edit of his presentation below:

Paganel Primary School will continue to develop work with all children and parents to identify, and then to document our own local heroes throughout 2012.  The lives of people in our school and community represent the social and cultural changes of our times - We are in a unique position to both document social life and engage children, parents and local community in our rich heritage, across all generations.

Chris Upton comments , 'this community – exceptional in Birmingham – makes it a potentially very rich area for oral history.'  I'll keep posting updates on work at Paganel.

Lacewing hotels

Early Years Creative Projects

Dream catchers and FT award winners!

Following FAB Food Photo competition we have won a fairtrade hamper of goodies with following photo from a couple of weeks back:

This week we worked on dreamcatchers from virginia creepers, wool and other bits:

Willow crowns and wands

We made crowns, bracelets, wands and stars ready for 'The kiss that missed', medieval & magic themed Garden club at Kings Heath Community Centre this Wednesday.

Search for a hero

Last week has been really exciting as Paganel Primary School decided to take a whole week to explore heroes in every class - Greek, local, vegetable and every other variety.  Everyone loves heroes.  It's a great tool for learning - to think about our heroes and villains, those we know, we imagine, or the ones in all of us.

I was leading two days of workshops on, 'Food heroes and villains'.  First thoughts on 'Food Heroes' was nutritional and healthy food - Initial chat with school suggested children and parents are not necessarily very familiar with fruit and veg (See brown bags vs. mystery meat).  This fitted well with my feelings to try and keep what 'heroes' and 'villains' the children chose (and why) open - partly to see what they already knew, but mainly to see what they thought about fruit and veg.  We choose to only look at fruit and veg, and not muddy the waters with processed or other foods.

Only veg and fruit (no obvious sweets, crisps or other bad boys) meant focus was on veg and fruit, but also on what children thought about the good stuff.  Not surprisingly, the look or the taste seemed more important to children than any health or other considerations.

So what makes a hero, or a villain?

Spiky Cucumber is caught stealing.
 Pumpkin and Sweetcorn save the day.

'Heroes save the world.'

'Heroes always help people.'

'Heroes are kind and think about other people.'

'Villains want to rob and keep it all for themselves.'

'Villains take over the world.   They want to control everything.'

The children understood straight away.   Every child in the school has been encouraged in this week to tell us about their own (personal) hero.  Children as young as four were quite capable to articulate what made a 'hero' and why.  Whether it's a Daddy, an Uncle or a family friend, children understood:

'He is kind because he helps people by taking them to hospital for treatment.'

Pyn Stockman, the creative practitioner working with other classes was making masks of heroes, based largely on the children's personal heroes.  We had vegetables, and not really enough time, staff or proper risk assessment to introduce carving.

So we concentrated on accessorising our vegetables, and creating scenery, lighting, other means of making a story, with the help of our storyboards.  Every child made their own hero or villain, but worked towards developing teamwork - children working together to create their stories.   The stories needed at least one hero and one villain for a story anyway, and this provided a means to make teams and explore why or how a hero does what he or she does.  Teamwork is recognised as important by teaching staff, but:

'We don't often work together like this.  It's not easy to assess individuals.'

The heroes lent a helping hand for the children to reflect:

'Heroes can work together.  Villains aren't very good at it.' (child comment)

The project has been really well supported by all the staff at the school, and both the Head and Deputy visited and talked to the children.  For a moment I worried what response the head teacher would get when he walked into a lively class and ask children, 'Where's the learning?'  Everyone was having fun, but the heroes were working tirelessly on the learning - children were having discussions together about what being a hero is all about, and the challenges of working together to save the world!

Teacher comment:

'Some of them found it quite difficult to work together...[The children said] 'I don't want this to happen, I don't want that to happen'.  They're a very independent bunch that like their own ideas.  They all enjoyed it...it will help teamwork in the class, and tomorrow if they actually put other people's heroes into their [creative writing] stories, that'll be great!'

Child comment:

'It's hard to work together when it is working in a noisy team.  It can be hard.  You need to listen to each other.'

Useful links:

Fruit and veg city


Bad School Lunches uncovered

What is a fair share?