deas about how to improve the Wildcat Writers program, learned about dynamics I would not have understood if I had only listened to high school teachers, and walked away reenergized about how to address the challenges.
I think it was a great idea to dive deeper into a high school community to learn more about some individuals personal experiences and gain insight to how to address these problems they discovered.
Personalismo, affirmation, rigor, and role fluidityhelp community members counter the devitalizing emotions that can arise in interacting with college students within a politi-cal environment that may marginalize community knowledges.
I do agree that affirmation can help encourage people to take steps of leadership in their role, and to ease any tensions or fears they have.
The majority of high school students experienced fear at some point dur-ing their partnership with the university. They described the experience at times as “intimidating” ( Jackie, Naomi, Chynna) and “scary” ( Jackie), and several students reported feeling “nervous” (Gabbie, Keianna, Ilandra, Chris, Nohely, Brenda) about meeting their partners or sharing writing.
It is sad in a way that these students are fearful to share their writings and ideas. There shouldn't be work environments like this, but this day and age I think it is very common.
he high school students revealed emotional dynamics involved in community engage-ment—such as community members’ fear—not often featured in scholar-ship.
This shows that many people/groups can "put up a front" and seem to be very organized and put together, when really there are a lot of issues and people who live in fear of those in charge.