Engaging Youth and Adults As Partners in Social Change: A Discussion Guide

Engaging Youth and Adults as Partners in Social Change
A Discussion Guide
Innovation Center for Community and Youth Development www.theinnovationcenter.org 1

Youth engagement can profoundly impact When youth and adults share lessons, create With tools to harness this energy, youth,
communities on all levels. visions, and learn together, they can inform, adults and elders in any community can
empower, and inspire one another. unleash a powerful force that can
strengthen change for generations to come.

Why This Discussion Guide?
On October 17, 2005, 115 young people, adults and elders More information about this seminar can be found in
from across the country came together to celebrate and explore the following two papers:
75 years of the W.K. Kellogg Foundation’s grant-making. The
group shared diverse, creative and courageous strategies for • Youth Engagement: A Celebration Across Time and Culture
youth and adults to achieve positive social change. Framing the Issue and
This discussion guide captures the energy and excitement from • Youth Engagement: A Celebration Across Time and Culture
that event so that it can be shared with more people and more Proceedings Summary.
communities. Its purpose is to inspire the development of youth-
adult partnerships for community change by helping people sit Both are available from the Innovation Center for Community
down and talk about the power of this approach. Additional tools and Youth Development at www.theinnovationcenter.org and
in this series will help harness that energy and excitement for both were used in the creation of this discussion guide. More
deeper discussions and action. information about the seminar can also be found on the
W.K. Kellogg Foundation’s website at www.wkkf.org.
The decision to begin this series with a discussion guide is an
intentional one. In our work with community-based organizations
from across the country and around the world, people cite the
power of sitting down together and talking about history, about
current work, and about their goals and dreams for the future.
They say that these discussions really strengthen community
change. Cross-generational dialogues that build upon lessons
from the past, consider realities from the present, and dream of
the future result in two things:
1. They help bridge the youth-adult gap that exists in

many communities.
2. They inspire and provide support to young people,
adults and elders as leaders of social change.
This discussion guide promotes both of these results.

How to Use This Guide
This guide is written for the facilitators of community-based Timing

discussions with youth and adults interested in leadership and Each section begins with an estimated time to complete. This
community change. This guide can be used with the enclosed time is an estimate and does not take into account time needed
video, Youth Engagement Across Time and Culture, or as part of to review or prepare materials. There is no set time for each
ongoing discussions in your community around the role of young discussion—each can be as long or as brief as is appropriate
people and adults as partners in creating change. Facilitators for your group. The questions are intended to be a guide only
are strongly encouraged to adapt and improve the tools to fit and should be modified with your own questions or resources to
their work and their community. spark discussion in your community.
Like the event that inspired them, this guide and video are Each of the three sections is designed to be used on its own.
divided into three sections: Each includes an opening and a closing. If you choose to use
the activities at the same time, you may decide to eliminate
1. Rhythms of the Past some of these opening and closing sections.
2. Relationships of the Present
3. Results of the Future Participants
Participants should be of different ages and should be
representative of the diverse groups that make up the
community. Facilitators should also reflect this diversity.
A group of approximately 20 would be the ideal size for this

activity; a skilled facilitator can adapt the activity for larger or
smaller groups. You may also access some of the resources in
each ACTIVITIES section for other ideas for larger groups.
Definitions of Terms
A glossary is included at the end of this guide. These terms and
definitions are not exhaustive—it may be useful to have your
group use these definitions as the starting point for a discussion
about what each means in your community.

Facilitator Tips
Before Each Discussion Establishing Group Norms for Discussion
• Review the discussion guides in advance and rephrase For all of these discussions, it is important to establish and
questions to meet the needs of your group. discuss group norms for conversation that ensure everyone
• Review the FOOD FOR THOUGHT section for stories, ideas, feels comfortable, respected, and valued. This is especially
and examples to share with the group. (These may be shared important if your group of youth and adults has never worked
by reading aloud, sharing printed copies, writing on large together before. To help establish group norms, you might
sheets hung on the wall, or in another way that makes sense explore available resources, such as the CIRCLES guide listed in
for the group.) the ACTIVITIES section on page 22, or materials on establishing
• Explore some of the tools in the RESOURCES section for Gracious Space from the Center for Ethical Leadership
additional stories and strategies that would resonate with your (http://www.ethicalleadership.org). At the event, participants
group. (These might include longer stories, online video, or established a safe space for discussions through a variety of
links to the websites of organizations doing similar work.) If activities, including a pledge to one another in which all agreed
time allows, select a few resources or sections to share with to:
your group as part of the discussion.
• Preview the video and share with the group, if appropriate. • Be open-minded and welcome diverse opinions, recognizing
the important contributions of our diverse backgrounds.
• Commit to learning from one another in an atmosphere of
During Each Discussion mutual respect and tolerance.
• Encourage one another to speak from the heart.
• Document what comes out of the discussion. (These might • Respect one another’s unique voice and commit to giving
be exciting ideas, items for future discussion, and lessons each other an equal opportunity to share.
learned. You may choose to document through art, notes
written on large sheets of paper, or video taping.) Other resources on working with youth and adults as partners,
including Creating Youth-Adult Partnerships and Youth-Adult
Partnerships: A Training Manual, available at
After Each Discussion www.theinnovationcenter.org, may be helpful.
• Use the ACTIVITIES section to find additional tools that can

support youth-adult partnership for positive community
change.

Rhythms of the Past

Rhythms of the Past—Food for Thought
Throughout history and around the world, young people

have catalyzed and fueled social change movements. A few
examples include:
• Young people organized “Bacon’s Rebellion” in 1676 well • In 1976, the Department of Education of South Africa
before the war for independence. Aaron Burr and Alexander decreed that Afrikaans would be the official language of
Hamilton were student leaders. Thomas Paine, great instruction at schools. Students objected to being forced to
propagandist of the revolution, was a young person. Even use the language of their oppressors under the apartheid
Thomas Jefferson, as the movement for independence began, system, and they unified to protest. Their actions fueled
was a very young man. the movement that eventually overturned the system of
oppression.
• The Civil Rights movement of the late 1950s and 1960s was
powered by young people who organized the Student • In 1989, students in Prague commemorated the 20th
Nonviolent Coordinating Committee (SNCC).1 anniversary of the death of Jan Palach, the student who
burned himself to death in protest at the Soviet occupation of
• In 1968, about 40,000 students on nearly 100 campuses Czechoslovakia. Their collective memorial helped spark the
across the country demonstrated against the Vietnam War overturn of the communist regime.
and against racism.
• Other examples from your community, experience, or
• Chicano youth were a forceful voice for equality and civil knowledge.
rights; for example, on March 27, 1968 some 40,000 high
school students in Southern California walked out to protest
anti-immigration legislation.
1
See History of the Student Nonviolent Coordinating Committee at Davis, Dernoral, “When Youth Protest: The Mississippi Civil Rights Movement,
http://www.ncsu.edu/chass/mds/sncchist.html. 1955-1970,” Mississippi History Now, 2001.
http://mshistory.k12.ms.us/features/feature21/civilrights.html (13 July 2005).
Cozzens, Lisa, “Sit-ins,” Civil Rights Movement 1955-1965, 1997.
http://www.watson.org (13 July 2005)

Rhythms of the Past—Resources
Additional stories and voices of youth engagement from the civil • Duke University's Center for Documentary Studies:
rights and other social justice movements, including oral history Behind the Veil Oral History
transcripts, audio clips, and video can be found on some of the (http://cds.aas.duke.edu/btv/index.html)
following websites: According to the VOICES OF THE CIVIL RIGHTS webpage,
“Behind the Veil: Documenting African American Life in the Jim
Voices of the Civil Rights Crow South” includes more than 1,000 audio-taped interviews
(http://www.voicesofcivilrights.org/index.html) with African Americans who experienced segregation in the
South from 1890 through the 1950s. More than 300
AARP, the Leadership Conference on Civil Rights (LCCR), and the narratives are available in transcript form. The project
Library of Congress have created this website, which aims to materials were used for the book/CD set and PBS radio
“preserve personal accounts of America’s struggle to fulfill the series “Remembering Jim Crow.”
promise of equality for all” through the collection and sharing of
“extraordinary stories of hope and courage by ordinary people” • Civil Rights Documentation Project
from the Civil Rights movement. From this website, you can link (http://www.usm.edu/crdp/)
to stories, online movies, and video and oral histories from civil
rights activists, including: According to the VOICES OF THE CIVIL RIGHTS webpage “The
University of Southern Mississippi's Center for Oral History
• Civil Rights in Mississippi Digital Archive and Cultural Heritage showcases Tougaloo College’s collection
(http://www.lib.usm.edu/~spcol/crda/oh/) of approximately 40 oral histories. The site also includes a
timeline with audio.”
According to the VOICES OF THE CIVIL RIGHTS webpage,
“The University of Southern Mississippi's (USM) Center for • Birmingham Civil Rights Institute
Oral History and Cultural Heritage is arguably the repository (http://www.bcri.org/archives/collections_guide/index.htm)
for material relating to this subject. USM’s digital collection
features the largest database of oral history transcripts— According to the VOICES OF THE CIVIL RIGHTS webpage
complete with brief biographies of each subject—as well as “The museum’s Complete Collections Guide is a treasure
manuscripts and photographs that document this turbulent trove of letters, photos, press clippings, and pamphlets—a
time in the state's history.” literal scrapbook of the Civil Rights Movement of the 1950s
and ‘60s. The museum houses the 56 Alabamian oral
histories recorded by Duke University’s ‘Behind the Veil’
researchers, as well as 300 interviews from its own oral
history project that are available in audio, video, and
transcript form.”

Rhythms of the Past—Resources
The Children’s March Video Immigrant and Refugee Community Organization

(http://www.tolerance.org/teach/resources/childrens_march.jsp) (http://www.irco.org/IRCO/)
“The Children’s March” tells the story of how the young people of IRCO’s mission is to assist refugees, immigrants and multi-ethnic
Birmingham, Ala., braved fire hoses and police dogs in 1963 communities to develop self-sufficiency and cultural awareness
and brought segregation to its knees. This video can be ordered while affirming and preserving each culture within an ever-
for free by educational groups. changing global environment. “Something to Make Life Happy,”
is a video available on the IRCO website that “documents the
Veterans of Hope lives and artistry of ten refugee elder traditional artists living in
(http://www.veteransofhope.org/) Portland, Oregon” through a documentary created by young
people.
The Veterans of Hope project documents the life stories of
“Veterans,” men and women from a variety of ethnic, cultural
and religious communities, who have been active for many years
in movements for compassionate social change. These include
community organizers, creative artists, religious leaders,
educators and healers. The project documents and shares the
transformative histories of “long distance runners” for peace
and justice—passing on the values, faith and practice
that have guided their lives and work. Audio clips from
a diverse group of social justice veterans can be found at
http://www.veteransofhope.org/section_home1.php

Rhythms of the Past—Discussion
This section is designed to help participants identify and reflect

upon the way that young people have been engaged in creating
positive social change in the past and connect these lessons to
work currently taking place in their community.
Video:
If you’re using this discussion guide with the Kellogg 75th
Anniversary video, start at RHYTHMS OF THE PAST.
Materials:
• Equipment to show video
(TV and DVD player or computer and LCD projector)
• Food for Thought items as handout,
written on large sheets, or available for reference
• Markers and large sheets of paper
to document discussion items
Time Needed:
45 minutes to one hour

What How Time Notes to Facilitator
Step I: Inform the group that this discussion is inspired by 10 minutes Find a way to share stories that makes sense for
Set the Stage the Kellogg 75th event. your group. This might include asking individuals to
read sections aloud, having small groups read and
Read them this description: share their understanding of what they’ve read, or
through another method.
On October 17, 2005, 115 young people, adults and
elders from across the country came together to If participants from the group also participated
celebrate and explore 75 years of the W.K. Kellogg at the 75th celebration, encourage them to explain
Foundation’s grant-making. The group shared the event to the group, including what was most
diverse, creative and courageous strategies for interesting to them and what they were most
youth and adults to achieve positive social change. interested in sharing from the event.
Explain that this discussion is designed to build on

the lessons and power of the event by identifying the
power and potential of youth and adults working
together in our community.
Review group norms for discussion if needed.
Share portions of the video or some of the stories

from the food for thought or resources section.

Step 2: Guide the group in a facilitated discussion, using 30 minutes So that everyone feels comfortable speaking,
Group Participation some of the following suggested questions and tips: encourage everyone to respond with one image,
word or phrase, emphasizing that there is no
“From this first section of the video or from the incorrect answer.
examples on page 7, what images, words, or
phrases stand out to you?”
“In addition to the examples discussed in the video Some examples to explore with the group might be
on page 7, what are other examples of young people labor movements of the early 20th century or the
leading positive social change?” Native American rights, women’s rights, and
environmental movements.
“Of these examples or others surfaced by the group, Encourage these individuals to briefly share their
are there any that adults or elders in the group had story.
experience with as a young person?”
“As an elder involved in one of these movements as Depending on the stories shared and the reactions,
a young person, how did it feel to share your story?” you might prompt further discussions by asking the
group questions such as:
“As a young person, what did it feel like to hear
these stories?” “From the examples above or those shared by the
group, were you surprised to hear any of the stories
“Was there anything surprising about sharing these where young people were involved or leaders in
stories?” creating change? Were you surprised that other
people didn’t know any of these stories?”
“What is exciting about sharing stories of youth

engagement across time and culture?”

Step 2: “Looking at all of the examples where young people To help the group consider various examples of
Group Participation have been leaders in creating positive change, what young people as leaders in creating positive change,
(continued) are some of the common themes of each of these you might list different movements on a large sheet
movements?” of paper, using examples from FOOD FOR THOUGHT
and examples from the group’s discussion.
“What are some of the qualities that individuals
leading these change demonstrated?”
“What themes from these movements are similar to

issues in your community?”
“What are some of the gifts that youth leaders from Ask for a volunteer to document some of these gifts
the past contribute to our positive community and qualities on a large sheet of paper so that
change efforts?” everyone can see them.*
“What are some of the qualities that youth leaders

today bring to positive community change?”
Step 3: “How can we apply the lessons of the past to our 5 minutes Ask for a volunteer to document some of these
Next Steps work today?” lessons on a large sheet of paper so that everyone
can see them.
Step 4: Thank everyone for their participation. 10 minutes Review the ACTIVITIES section for ideas on how you
Wrap Up and the group might build on some of the lessons
Talk about next steps, including other activities you learned or discussion items raised.
might undertake with the group to build on the
discussion.
*One adaptation of this section asks participants to list each individual’s gift
on small paper cutouts created by the facilitator in advance.
Rhythms of the Past—Activities
To document other examples of youth and adults creating To access other resources on guiding a facilitated conversation,
change in your community or to lead a similar discussion with a you might explore:
larger group, you might consider the following activity:
Technology of Participation—Institute for Cultural Affairs

History Wall Exercise—Innovation Center http://www.ica-usa.org/programs/cop.html
(http://theinnovationcenter.org/r_building.asp)
The ICA’s unique Technology of Participation® (ToP®) provides
Through this activity for youth and adults working together proven ways for people to master problem solving, planning and
from the Innovation Center’s Building Community: A Tool Kit for critical decision making within their organizations and
Youth and Adults as Partners in Charting Assets and Creating communities.
Change, participants can work together to identify themes,
lessons, and stories from the past to present through the
sharing, documentation, and discussion of a community’s
accomplishments, people, community spirit, traditions,
turning points, and challenges for the future.

Relationships of the Present

Relationships of the Present—Food for Thought
Young people are engaged in their communities today through • Led by youth and young adults, Roca, Inc. of Chelsea, MA
a variety of strategies. Young people are leading change offers numerous programs and services to local youth, their
around social and economic justice, civil and political rights, families and communities. These range from after-school
peace activism, environmental protection, cultural sensitivity programs and teen pregnancy prevention, to adult education,
and preservation, and other issues that affect them on an community peacemaking, leadership development and more.
individual, community, national and international level. Roca’s approach to service delivery emphasizes relentless
Some examples include: street work and community outreach.
• OUTRIGHT in Portland, ME creates a safe space for GLBTQ
• Young people from organizations such as Asian Immigrant youth and promotes a safer world on their behalf by running a
Women Advocates have organized, mobilized and raised hotline and hosting educational and social events. For
awareness of the health concerns of immigrant laborers in example, youth members of OUTRIGHT have counseled a
San Francisco area garment factories, resulting in better local school official through the handling of an anti-gay
working conditions for their mothers, sisters, aunts and other harassment incident and advised specific changes to the
family members. climate of the school; organized a prom for GLBTQ young
• Young people from Tohono O’odham Community Action people in Portland attended by 190 young people; brought
in Arizona have worked with elders in their community to three young people—a transgender man, a lesbian, and a
resurrect traditional farming methods and tools. They straight ally—to the stage of a high school auditorium to tell
engage diverse members of their community to share their their stories to 300 teachers and students.
knowledge, energy, and strength in a sustainable agricultural • Other examples from your community or experience.
project that contributes to the health and financial well-being
of the community.
• In Hampton, VA, young people from UTH: Achieving Change
Together worked with adult partners to create a strong
coalition to expand the voice, visibility and empowerment of
all young people in Hampton. They developed and support a
youth-led coalition to create change by increasing the role of
youth involvement within school decision and policy making,
changing the perception of young people in the media, and
increasing the use of service-learning throughout Hampton
City Schools.

Relationships of the Present—Resources
Creating Change: How Organizations Connect with Youth,

Build Communities and Strengthen Themselves
(http://www.theinnovationcenter.org/r_ic_matls.asp)
This booklet by the Innovation Center presents stories from
diverse communities across the U.S. where young people are
leading change and partnering with adults to create a more just
and equitable society.
Kellogg Leadership for Community Change (KLCC)

(http://www.wkkf.org/default.aspx?tabid=75&CID=276&NID=61
&LanguageID=0)
The W.K. Kellogg Foundation-funded KLCC project strives to
unleash the potential of youth and adults to engage together in
shaping the common good by collectively building new pathways
for youth to serve as social change agents.
Youth Innovation Fund

(http://www.service-learningpartnership.org)
The W.K. Kellogg Youth Innovation Fund is an initiative supporting
diverse groups of young people creating lasting change in their
communities.

Relationships of the Present—Discussion
This section is designed to help participants identify and reflect

upon the way that young people today are working to create
positive social change and recognize the gifts that everyone—
young people, adults, elders—brings to this process. If your
group is very familiar with your work, you might want to consider
diversifying your group to include new voices, share new
experiences and diversify learning.
Video:
If you’re using this discussion guide with the Kellogg 75th
Anniversary video, begin the video at the RELATIONSHIPS OF
THE PRESENT section.
Materials:
• Markers and large sheets of paper to document
discussion items
Time Needed:
One hour to 1.5 hours.

Step 1: Welcome everyone to the group and review group 10 minutes

Review Previous Section norms for discussion if needed.
Conduct a brief review of the previous discussion,

drawing from participants the idea that significant
social change efforts have been successfully
sparked by a group of young people committed to
change.
Ask questions similar to:
“What word, phrase, or image do you think of when

you reflect on our last discussion about the Rhythm
of the Past?”
“From our discussion, what seemed really exciting or

interesting?”
“Since our discussion, have any of the stories or

items from the discussion had an impact on the way
that we approach our work? If so, what does that
look like?”
Step 2: Inform the group, in your own words, that: 2 minutes

Setting the Stage
• the purpose of this discussion is to share
personal stories of being involved in a youth-adult
initiative, whether small or large, successful or
unsuccessful, that is part of the rich tapestry for
change.
• they will begin by listening to some stories that

others have shared and then will have a
discussion about the stories that everyone brings
to the table.

Step 3: Play portions of the Kellogg 75th video or share 5-10 minutes Find a way to share these that makes sense for your
Sharing Other some of the stories from the resources section on group. This might include asking individuals to read
Community Stories page 17. sections aloud, having small groups read and share
their understanding of what they’ve read, or through
another method.
Step 4: Remind participants that: 20-30 minutes If the group is large, break into smaller groups to
Sharing Our Stories • the story of youth engagement is still being written allow for more dialogue. If the group is already fairly
• everyone’s story is a powerful addition to the small, encourage members to share their stories
collective movement for change through a brief discussion.
Ask participants to share their stories. If your group is familiar and comfortable with the
CIRCLES method (see the ACTIVITIES section), you
You might find it useful to start the group’s might find this a useful strategy for creating a
discussion by sharing your own story. positive, respectful space for discussion. Otherwise,
please feel free to use a style that works for
Ask questions similar to: your group.
“What has been your experience in working to create If you want to spend more time on this section, you
change?” might want to explore the CIRCLES activity or spend
more time developing group norms.
“What was exciting or interesting, what was difficult,
what was the result and what did you learn?”
“From what you’ve heard, what special gift do young

people bring to this process?”
“From what you’ve heard, what special gift do elders

bring to this process?”
If a participant doesn’t have a story to share, they

should share what is interesting or exciting to them
about what others have said.

Step 5: Request that the participants, in a larger group, 10 minutes Have a volunteer document these ideas on a large
Wrap Up share the results of their conversation by asking: sheet of paper so everyone can read them.
“From either the video, the resources shared, or

from the discussion, what feels exciting or
interesting to you?”
“What did you hear that you wanted to learn more

about?”
“How might some of these stories help strengthen

our work?”
“Are there others in the community that might want

to hear these stories? If so, who?”
“What are some of the ways that these stories of

youth engagement might be shared with others?”
Thank everyone for their time.

Relationships of the Present—Activities
If you’re looking for an activity to better understand and World Café: A Guide from the World Café Community
document where young people and adults are creating change in (http://www.theworldcafe.com/index.html)
your community, you might explore:
This guide provides an overview of the principles used in
designing World Café conversations similar to conversations at
Charting Youth Involvement
the gathering in which participants shared their “secret spice”
(http://www.theinnovationcenter.org/event/ChartingYouthInvolve
and the ingredients of their organization’s success. This online
ment.pdf)
resource contains tips for creating powerful questions, outlines
From the Innovation Center’s Building Community tool kit, this the World Café assumptions and etiquette, and covers how to
activity “maps” the existence and nature of youth participation. set up your meeting space, as well as identifies all the supplies
you will need on hand to support your gathering.
If you’re looking for a resource to share and lead respectful,

open dialogues, you might explore: If you would like to build on this discussion by planning for action
you might explore:
Circle Keepers Manual
(http://www.theinnovationcenter.org/event/CircleKeepersManual. Action Planning
pdf)
This exercise is the third of three tools created by the Innovation
Peacemaking circles is a method for honest, open, respectful Center for Community and Youth Development based on the
dialogue between people that allows for individual and group Youth Engagement: A Celebration Across Time and Culture event
responsibility, growth and healing. Roca, the Chelsea, and is designed to help groups plan for action in their
Massachusetts-based organization whose staff and volunteers community.
learned the approach from the Yukon aboriginal peoples and
shared it at the Youth Engagement: A Celebration Across Time
and Culture event, uses the approach throughout their youth,
adult, organizational and community development efforts.

Results of the Future

Results of the Future—Food for Thought
In order to effectively recognize and unleash the power of young Discussions at the event revealed the following themes as
people engaged in creating change, it’s important to have the lessons for others looking to successfully engage youth and
right tools. adults in creating positive community change:
At Youth Engagement: A Celebration Across Time and Culture, • There is rich potential for learning and action in connections
participants worked on a “call to action” that built on the gifts of and dialogue between current youth leaders of social change
the past, best practices and reflections from current work and and the elders that led movements and efforts before them.
stories from individual and organizational experiences. They also • Young people from marginalized communities leading social
shared their passions, cultures, backgrounds, individual values change isn’t new, but part of a long and powerful history.
and the “secret ingredient” of their organization’s success. Current leadership and youth development programs have
much to learn from the past.
• Being an “elder” has nothing to do with age and
everything to do with having lessons, experiences
and a willingness to share.
• Changing the world begins with the individual.
• More than simply a way to creatively express oneself,
art can be a catalyst for change.
• “Families” of choice or by birth support individuals
to lead change.
• Effective social change requires the ability to work
within and across culture.
These themes and the stories that inspired them can be found in
the Youth Engagement: A Celebration Across Time and Culture
Proceedings Summary paper (see next page).

Results of the Future—Resources
Youth Engagement:
A Celebration Across Time and Culture
Proceedings Summary
By Innovation Center Vice President Hartley Hobson
This paper documents proven practices and promising ideas to

expand the impact of the three-day seminar, coordinated by the
Innovation Center. This event brought together youth activists
from across time and culture and their adult allies as part of the
W.K. Kellogg Foundation’s 75th Anniversary Seminar series. The
summary is available from the Innovation Center for Community
and Youth Development at www.theinnovationcenter.org.
A Call to Action
A large, colorful community “call to action” drawing was
created by participants at the Youth Engagement: A Celebration
Across Time and Culture event. It can be found at the end of
this document, or online at
http://www.wkkf.org/DesktopModules/WKF_DmaItem/ViewDoc.a
spx?CID=297&ListID=28&ItemID=2970055&fld=PDFFile .

Results of the Future—Discussion
This section is designed to help participants identify tools,

strategies, and resources they can draw on to effectively
engage youth and adults as partners in creating effective,
sustainable community change.
Video:
If you’re using this discussion guide with the
Kellogg 75th Anniversary video, begin this at the
RESULTS OF THE FUTURE section.
Materials:
• Markers and large sheets of paper to
document discussion items
Time Needed:
45 minutes to one hour

Step 1: Welcome everyone to the group and review group 10 minutes

Review of Previous norms for discussion if needed.
Sections—
Relationships of the Conduct a brief review of the previous discussion,
Present and Rhythms drawing from participants the idea that significant
of the Past social change efforts have been successfully
sparked by a group of young people committed
to change.
Ask questions similar to:
“What word, phrase, or image do you think of when

you reflect on our last discussion about the
Relationships of the Present?”
“From our discussion, what seemed really exciting or

interesting?”
“Since our discussion, have any of the stories or

items from the discussion had an impact on the way
that we approach our work? If so, what does that
look like?”

Step 2: Inform the group that the purpose of this 2 minutes

Setting the Stage discussion is to talk about how the lessons of the
past and stories of the future can have an impact
on our work going forward.
In your own words, tell the group:
• In order to effectively recognize and unleash the

power of young people engaged in creating
change, it’s important to have the right tools.
• At Youth Engagement: A Celebration Across

Time and Culture, participants worked on a “call
to action” that built on the gifts of the past, best
practices and reflections from current work and
stories from individual and organizational
experiences.
• They also shared their passions, cultures,

backgrounds, individual values and the “secret
ingredient” of their organization’s success.
• Discussions at the event revealed some themes

and lessons for others looking to successfully
engage youth and adults in creating positive
community change.
You may choose to play the video at this point.

Step 3: Write the 7 themes from FOOD FOR THOUGHTS on 15 minutes Allow enough time for participants to read each and
Lessons for the Future large sheets of paper and hang around the room. discuss what these themes mean to them. The
themes are meant to inspire reflection, discussion
Encourage everyone to walk around the room with and personal interpretations. Encourage people to
a marker or pen and read each statement, think about what these phrases might mean to them
reflecting on what each means to them personally. in their work.
Participants should mark each poster with:
You might want to have music playing for this
• ! if the ideas is fresh or exciting process.
• ? if the participant didn’t quite understand it
• if you found yourself agreeing or
strongly agreeing
• if you disagree or strongly disagree.
Tally results when everyone has finished, while

walking around with the group. Identify which
statements seemed the most fresh or exciting,
which people most strongly agreed with, and which
people most strongly disagreed with.
Ask for volunteers, who indicated “strongly

agree,” to explain the meaning of the statements
that some participants “didn’t quite understand.”
Review all 7 themes.
Thank everyone for sharing their ideas.

Step 4: Ask everyone to gather in a group again to process 20 minutes Ask a volunteer to document some of the responses.
Sharing Our Stories the activity. Review the following questions:
• From this activity, what was the most interesting

thing that came up?
• Are there any of these themes that seemed
to resonate with the work that you are already
doing in your community? What does this
look like?
• How does the work that you are already doing fit
in with these themes?
• Are there themes or ideas from this discussion
that we should incorporate into our work? If so,
which ones?
• In order to incorporate all of these themes into
our work, what would we need to do?
Step 5: Discuss next steps with the group, including ways 10 minutes
Wrap Up to share this process with others, ways to build
upon this process for the future, ways to engage
others in this process, etc.

Results of the Future—Activities
If you’re looking for an activity to help your organization create a

vision for the future, you might explore:
Visioning Exercise
(http://www.theinnovationcenter.org/event/VisioningExercise.pdf)
This exercise, from the Innovation Center for Community and
Youth Development’s Building Community: A Tool Kit for Youth
and Adults as Partners in Charting Assets and Creating Change,
helps groups plan, facilitate, and create a shared vision.

Glossary of Terms
GLBTQ—An acronym commonly used for “Gay, lesbian, Youth-Adult Partnership—Young people and adults working
bi-sexual, transgender, or questioning” individuals. together, contributing their individual gifts and strengths as full
and equal partners for a shared venture.
Youth, Adult, Elder—The Innovation Center believes that
“youth,” “elder” and “adult” are terms best defined by each Youth Organizing—The union of grassroots community
community. For many communities, these terms may be organizing and positive youth development, with an explicit
assigned to individuals based on age, culture, achievement of commitment to social change and political action. Youth
specific milestones, and other factors. Through the Innovation organizing is based on the premise that young people are
Center’s work within the United States, we have found that many capable of taking leadership to transform their communities.
people use the term “youth” to apply to people ranging in age
from approximately 13-22. Elder often refers to adults over the
age of 60. It may be useful to explore your community’s
definitions for these terms and what these definitions mean to
your work through activities such as Youth-Adult Partnership: A
Training Guide and Creating Youth-Adult Partnerships, both
available from www.theinnovationcenter.org.

Acknowledgements
This discussion guide is strengthened by the efforts of the

following individuals:
• Franki Patton-Rutherford and the KLCC Fellows and

community members of Big Creek People in Action in Caretta,
West Virginia and Megan Harris and the young people and
community members of the Youth Innovation Fund project in
Hampton, Virginia, who piloted this tool and provided
invaluable feedback and advice;
• The Llano Grande Center for Research and Development
video documentation team, created the video: Youth
Engagement Across Time and Culture;
• Michelle Boos-Stone of Gecko Graphics, who created many
of the graphic depictions at the event and in this guide; and
• All of the youth, adults and elders who shared their ideas,
dreams and voices at Youth Engagement: A Celebration
Across Time and Culture.
Youth Engagement: A Celebration Across Time and Culture was one in a series of special
seminars funded by the W.K. Kellogg Foundation during 2005 to mark 75 years of grantmaking.
The seminars, along with a variety of other special events and activities, highlighted some of the
important issues being addressed by Foundation programs, and honored the diverse individuals,
organizations and communities that are partners in finding innovative solutions to the myriad
challenges of our world. The Foundation was established in 1930 by cereal industry pioneer
W.K. Kellogg “to help people help themselves.”

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Engaging Youth and Adults as Partners in Social Change

Innovation Center for Community and Youth Development www.theinnovationcenter.org 1

Innovation Center for Community and Youth Development www.theinnovationcenter.org 2

1. They help bridge the youth-adult gap that exists in

This discussion guide promotes both of these results.

Innovation Center for Community and Youth Development www.theinnovationcenter.org 3

This guide is written for the facilitators of community-based Timing

A group of approximately 20 would be the ideal size for this

Innovation Center for Community and Youth Development www.theinnovationcenter.org 4

Before Each Discussion Establishing Group Norms for Discussion

• Use the ACTIVITIES section to find additional tools that can

Innovation Center for Community and Youth Development www.theinnovationcenter.org 5

Innovation Center for Community and Youth Development www.theinnovationcenter.org 6

Throughout history and around the world, young people

Innovation Center for Community and Youth Development www.theinnovationcenter.org 7

Innovation Center for Community and Youth Development www.theinnovationcenter.org 8

The Children’s March Video Immigrant and Refugee Community Organization

Innovation Center for Community and Youth Development www.theinnovationcenter.org 9

This section is designed to help participants identify and reflect

Innovation Center for Community and Youth Development www.theinnovationcenter.org 10

What How Time Notes to Facilitator

Explain that this discussion is designed to build on

Review group norms for discussion if needed.

Share portions of the video or some of the stories

Innovation Center for Community and Youth Development www.theinnovationcenter.org 11

What How Time Notes to Facilitator

“What is exciting about sharing stories of youth

Innovation Center for Community and Youth Development www.theinnovationcenter.org 12

What How Time Notes to Facilitator

“What themes from these movements are similar to

“What are some of the qualities that youth leaders

Technology of Participation—Institute for Cultural Affairs

Innovation Center for Community and Youth Development www.theinnovationcenter.org 14

Innovation Center for Community and Youth Development www.theinnovationcenter.org 15

Innovation Center for Community and Youth Development www.theinnovationcenter.org 16

Creating Change: How Organizations Connect with Youth,

Kellogg Leadership for Community Change (KLCC)

Youth Innovation Fund

Innovation Center for Community and Youth Development www.theinnovationcenter.org 17

This section is designed to help participants identify and reflect

Innovation Center for Community and Youth Development www.theinnovationcenter.org 18

What How Time Notes to Facilitator

Step 1: Welcome everyone to the group and review group 10 minutes

Conduct a brief review of the previous discussion,

Ask questions similar to:

“What word, phrase, or image do you think of when

“From our discussion, what seemed really exciting or

“Since our discussion, have any of the stories or

Step 2: Inform the group, in your own words, that: 2 minutes

• they will begin by listening to some stories that

Innovation Center for Community and Youth Development www.theinnovationcenter.org 19

What How Time Notes to Facilitator

“From what you’ve heard, what special gift do young

“From what you’ve heard, what special gift do elders

If a participant doesn’t have a story to share, they

Innovation Center for Community and Youth Development www.theinnovationcenter.org 20

What How Time Notes to Facilitator

“From either the video, the resources shared, or

“What did you hear that you wanted to learn more