Olympic spirit: Motivation for inclusive learning environments

All eyes are on London this summer for the 2012 Olympics and Paralympics Games. Like many people across the globe, I find the Games to be so inspiring. I am particularly drawn to the Olympic spirit of diversity and inclusion and that same spirit motivates me in my youth development profession.

In fact, each time I build a youth program, I ask myself this question: How can I build an inclusive learning environment? We know from research that programs serve youth best when the learning environments in which they function are intentionally inclusive. But the word inclusive can be rather hollow if you are not sure how to apply it. Here are some tips to consider when building inclusive learning environments.

• Mind your own language

The way we speak about young people reflects our attitudes and influences what youth programs can achieve. Use language that honors youth. Phrasings such as doing things with youth, rather than for or to youth show that you value young people and that you do not view them merely as recipients of programs or problems to be fixed. According to Nicholson, Collins and Holmer, collaborative language can lead to stronger youth-adult relationships.

• Talk about culture and race

Developing a positive identity is especially challenging for youth who are marginalized in society, but marginalization affects all youth -- and all people for that matter. So, in everyday programming, go ahead and discuss culture and race, and invite youth to critique and reject negative stereotypes. Also, help youth to find adults who acknowledge, rather than dismiss, the emotional impact of "isms" or other destructive encounters. To learn more about these types of conversations, watch this video of Beverly Tatum, a psychologist and the president of Spelman College, about her book Why are All the Black Kids Sitting Together in the Cafeteria? And Other Conversations about Race.

• Create a sanctuary

At a minimum, a learning environment in a youth program can be a refuge from slurs and oppressive actions about race, ethnicity, religion, gender, sexual orientation, ability, body size and shape, and other common forms of discrimination against young people. At best, the environment provides a safe and supportive space within which to positively develop one's identity as a person separate from those negative influences according to
Chang et al. So, co-create a safe environment with youth that affirms the identity of each young person, is a sanctuary from discrimination, and is a place where youth can thrive in developing a strong sense of self.

• Create a youth-centered atmosphere that is embraced by the community

A youth-centered environment where young people feel embraced by the community distinguishes successful programs from others that do not view young people as the most important stakeholder. Young people thrive when we listen to them, respect them as contributors and leaders, and engage with them in meaningful investment in the community. So work with youth to build authentic community-based programs and the learning environments in each will naturally reflect the diversity of the community.

There are many more practices to consider. The art of building inclusive learning environments is a perpetual process of improvement. Here are few resources you may be interested in exploring: Teaching Tolerance, Reclaiming Youth International, Intercultural Communication Institute.

What do you do to build inclusive learning environments? What resources have you used?

While you are thinking about that here is an Olympics trivia question: What does YOG stand for?

Answer: YOG is an acronym for Youth Olympics Games. The games are for young people ages 14-18. They are held every four years in staggered summer and winter events. The first such event was held in Singapore in August 2010 and the next will be held in Nanjing, China in 2014.

Jennifer A. Skuza, PhD, assistant dean

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