T
The student voice idea for this edition of the ENGAGE! 
Journal was born out of a conversation between me and 
students in my Black Political Thought class that was 
being taught via zoom in the midst of the pandemic, 
before a vaccine became available. We were discussing 
how the collective markings of a generation as indicated 
by what is experienced through large societal events can 
shape how you see the world and define one’s journey 
through life.  

While defining the concepts of societal constructs, 
systemic impediments and environmental struggles, I 
realized that I was listening to a universal angst in the 
voices of these students who had been forced to reflect 
on the #MeToo Movement, #BlackLivesMatterMove-
ment, heightened by the killings of George Floyd, 
Ahmaud Arbery, Brianna Taylor and simultaneously 
a global pandemic. Their entire life has been digi-
tal, shaped by social media, there has been a marked 
increase in gun violence and environmental disruptions 
such as hurricanes as a result of climate change, and as 
remarkable as it seems, these are day-to-day experienc-
es that shape their lives. As young people, they have a 
lot to say and express as they consider how to problem 
solve and create fulfilling lives in sustainable ways. My 
students recognize they are part of increasingly diverse 
communities and their educational journeys must be 
relevant to what is  witnessed.  

The Butler University students contributing varying 
forms of expression to this edition of the ENGAGE! 

A M P L I F Y I N G  S T U D E N T  V O I C E S
&  C O M M U N I T Y  S C H O O L S

Journal were enrolled in a class called “Activism.” At the 
beginning of the semester the students wrote and spoke 
about their backgrounds, socialization, and issues very 
important to them. Along with written pieces, activist 
posters were created as tools of persuasion, some of which 
are featured in this journal.  

There must be spaces for their voices to be honored and 
valued. We have to wonder what this generation of our 
young people want for their future selves based on deci-
sions made by others about them today. Who is looking 
out for them and protecting their lives and their right to 
thrive? 

– Terri Jett  

As a journalism scholar, former teacher, adjunct faculty 
member, and ongoing freelance practitioner, I view student 
voices as foundational in the development of  community 
schools. Family and community engagement – particularly 
their voices – are an evidenced-based pillar of community 
schools. Collective stakeholder voice and engagement 
reflects shared leadership practices, another pillar of com-
munity schools.   

A community school is a time-tested strategy that orga-
nizes community supports for student success, where edu-
cators and community members collaborate to secure the 
best supports for all children’s learning and development. 
Decades of research demonstrate community schools are 
a proven school improvement equity strategy, focused on 
student-centered teaching and learning that serves the ho-

ENGAGE!  |  st u d e n t  vo i c e s 4

“When we embrace social justice as a pillar 
of learning in our classrooms, we declare that 
we’re all responsible for improving our world.”  

 
Educational Leadership, May 2009 



5 VO L .  5,  I S S U E  1

Political Science Activism Course Students – Dr. Terri Jett 

Photo:  

(Back Row) Paul Ford II, Claire Shaffer, Diana Fernandez, Rosa Clemente, Alex Pulaski, Emily Langston, Fritz Stangler, 
and Michaela Ivory 

(Front Row) Ryile Swalis, Kamarie Fuller-McDade, Justin Deem – Loureiro,  Anna Marcou, Sydney Haworth, Rylie 
Swalis, and Jordan Brown 

listic needs of all students and their families. In commu-
nity schools, family and community members are con-
sidered an asset as their skills, talents, and generosity of 
time or treasure build on student strengths, engage them 
as learners, and help them to reach their full potential.  

On a bench at the University of Pennsylvania, a statue of 
Benjamin Franklin depicts the words: “The future of our 
democracy is dependent upon the strength of our public 
schools.” The strength of our public schools likewise de-
pends on the collective us. Schools cannot do this work 
alone. Community schools provide the engagement, the 

voice, to address the very conditions necessary for learn-
ing. The most significant voice is that of our students and 
their families. 

– Jim Grim  

A M P L I F Y I N G  S T U D E N T  V O I C E S
&  C O M M U N I T Y  S C H O O L S