“Young people often serve as scapegoats for the challenges communities face.”

These are direct effects of internalized discrimination based on their age.

A non-discriminatory perspective would be to treat children and youth as whole and complete people right now.

Dropping out of school is the ultimately caused by discrimination against young people in schools.

Most of society’s decision making for young people happens without young people, and that could not happen without adultcentrism.

The pattern of discrimination that allows this discrimination was set in the founding of the United States.

At the same time, they are routinely pushed away from connecting to their communities as serious problem-solvers capable of changing the world.

Any honest conversation about engaging young people must address discrimination against young people.

It’s really seeing student involvement … as a variety of opportunities that are appropriate for each given student and responsive to their individual needs and their desires for their educational experience.

Young people and adults need equitable relationships-they do not need equal ones.

Adultism is not always harmful-but it is always real.

The outcome of this culture of discrimination is that young people are routinely denied the roles in society they can, should, and need to be occupying.

For every young person living on the streets tonight, there are many at home zoning out inside their homes through video games, and even more who disengage from school.

Like a pet fish unaware of the fishbowl it lives in, each of us inherently discriminates against young people without knowing it.

Adultism leads to a phenomenon of little adults, who are young people who are treated as adults-in-the-making.

Meaningful student involvement is the process of engaging students as partners in every facet of school change for the purpose strengthening their commitment to education, community & democracy.

It is not enough to simply listen to student voice. Educators have an ethical imperative to do something with students, and that is why meaningful student involvement is vital to school improvement.

Brick and mortar businesses – and the communities that depend on them – cannot continue to bear an unfair sales tax burden from which their on-line competitors are effectively exempt.

The Jews were a component basically of two civilizations. In the Western world, we talk about the Judeo-Christian tradition and you talk about the Judeo-Islamic tradition because there were large and important Jewish communities living in the lands of Islam.

Nothing on earth has greater potential to change lives and carry out His kingdom work in your community, than your local church.

What we need is a gigantic, messy community conversation about what is teaching and learning for the 21st century. We need to engage communities.

The emerging whole manifests locally. It manifests in particular communities, groups, and, ultimately, in us as individuals.

The people came to fear even their closest neighbors. At the level of the individual, the community, and the nation, people sought signs of others’ ill intentions; and everywhere they looked, they found them, for this is what looking does.

Saddam Hussein has been brutal against his people, but when he was committing those crimes, the international community did not come to the rescue of the Iraqis.

Refugees of all kinds were constantly fleeing from Christendom to the Islamic lands. Jews of course and Muslims of course, but even some Christians and the movement of refugees went overwhelmingly that way.