“Community” is a word often used to describe people living in the same space or having particular characteristics in common. This was always my default association with the word. However, as I continue my work with Education Reimagined, I find that my default has changed to having the word “community” be a feeling of fellowship with others. SparkHouse DC is a shining example of what authenticity and being in community can look like. This annual event hosted by Education Reimagined convenes young learners from across the country to share their experiences in different learner-centered environments and explore what education could look like for all young people.
In late October, 65 learners and mentors from a dozen different environments gathered in Washington, DC to unite and ignite the passions of these young leaders and advocates committed to education truly working for every learner in every community. These young people hold a multitude of backgrounds, gender identities, languages, family constructs, and lived experiences. They each bring their unique perspectives to SparkHouse and share them in an effort to build community and learn with each other.
For these learning environments and young people, their experiences are not the norm in their local community. They are the ones bucking the trend and conventional educational protocols in order to truly see each learner as a complete, unique individual who comes into learning with their own passions and aspirations. Culture and community are pillars of strength for most of these individual environments, but how do learners leverage established learner-centered environments to build a national network of inspiration and support? SparkHouse.
SparkHouse allows young people and mentors to learn about and interact with aspects of each other’s learning environments. It allows them to see the connective tissue across their learning environments—how others’ feelings and experiences often reflect their own experiences while gaining insight and inspiration about each other’s similarities and differences in approach. It allows them to practice how to effectively communicate the learner-centered movement to others through a video project and shared language. Equipped with a shared framework, learners explore each other’s experiences, perspectives, and practices in new dimensions for them to take back home with them.
The future of education can at times feel daunting, but these learners remind us of the incredible power they hold simply by being who they are—wise, curious, creative, and thoughtful.
Eddie Fuentes
When taking the time to really listen in and observe, you hear learners and mentors in small groups discussing what makes their learning environment special to them. You see grins and smiles from those attentively listening and learning from their fellow learners. You notice the genuine interest, and curiosity of learners with follow-up questions or shared experiences. You can see how those conversations lead to new friendships during lunch, feel the energy of bravely singing a karaoke song with someone you met that afternoon, and witness mentors and learners creating a community that exists wherever they happen to be.
And while I’m sure my perspective can elevate and shine a light on the power of SparkHouse, hearing about it through the words and experiences of learners illustrates how important this event is for fostering community and building a network of connections that span the U.S.:
“When we were interviewing people on the street for the learner-centered education videos, something finally clicked in my brain and helped me realize that people are genuinely willing to help you as long as you ask. It has been about a week and a half after the conference, and it has already given me the confidence to personally talk to local businesses for donations for our school dance. This is something that I have been thinking about doing but have been far too scared to actually do it, until now.” –Ashton G.
“SparkHouse helped remind me that there are other learner-centered students everywhere, sometimes it can feel like we are the only ones, it was really nice to talk to other learner-centered students who have had similar experiences to me.” –Madeline R.
“I enjoyed every second of this experience, it opened up my mind in so many ways. I was very inspired and gained so much confidence from these experiences. I learned that my voice can actually be heard. That I can also achieve all my dreams by working hard and using my voice. I realized that I love meetings and hearing others’ opinions and collaborating. Before this event, I was so lost mentally. I have come home so inspired from this amazing experience.” –Mia G.
“[SparkHouse] has greatly deepened my understanding of learner-centered education and shown me new ways of advocating for the values that come along with that [learner-centered] label.” –Jeret P.
The future of education can at times feel daunting, but these learners remind us of the incredible power they hold simply by being who they are—wise, curious, creative, and thoughtful. That power becomes magnified when equipped with advocacy and agency, and when they are using their collective gifts to further our collective movement and be in community together. They are the evidence of what can be if the learner-centered mentality and approach spread—watered and nurtured by all of us.
Peeking into the room at SparkHouse is having the opportunity to peer into the future. A future where we are all valued for who we are and support each other for what we are not. A future where who you are matters more than what you look like or what accolades you hold. A future where we can all be successful in radically different ways.
This perspective into the soul of learner-centered education is healing and affirming.
You can fake a lot of things, but you cannot fake the soul of the learner-centered movement. It’s real, undeniable, and alive in every moment.
