By Ilya Pratt, Guest Author
Last month the Agency by Design research team asked the Oakland Learning Community to apply both our personal and educators’ perspectives to exploring the concept of maker empowerment. They requested that we each bring two objects to our October workshop session: one that represented empowerment, and another that represented making. Through a series of sharing and connection activities, we came to understand our various perspectives on empowerment, making, and the concept of maker empowerment. Some comments from our group included the following:
“I brought a book that has knowledge and therefore empowerment. It’s about who I work with and knowledge for when [I am] working with those students.”
“I also brought a book. Books give you the feeling that you are related to other people, are like other people—and finding this commonality is confidence-building and therefore empowering.”
“[I brought a] hammer. This to me is about power. It’s not exactly about making an object or a thing like furniture. I actually relate it to something like making your to-do list go away. Or hanging a piece of art—I reach for it. It’s more about empowerment than making. It is a very strong tool that is an extension of the hand.”
In the moment our dialogue was very personal and reflective. Now it is actually quite remarkable to look back and consider how easily the concept of maker empowerment became a means to find commonality in the values we have as educators—there were clear themes that we considered important to student success: confidence; supportive environments; a desire to create, be inspired, and space to use one’s imagination; hands-on learning; hard work; a sense of purpose; knowledge as power, and; collaboration.