Jessica Kerr – Transformative Leadership

YOUTH EXERCISE TRANSFORMATIVE LEADERSHIP THROUGH THE ARTS

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In what seemed like overnight, the world transformed before our eyes. As COVID-19 spread throughout nations, countries and communities, life as we knew it became a recent memory. Our new reality was no more school, going to work, or basic community activities. Schools, businesses, churches, community centers closed down everywhere and stay-at-home mandates were put in place to prevent a widespread outbreak and needless deaths. We are living in unprecedented times that are historic and have potential detrimental effects on people from all backgrounds and cultures.

As challenging as our “new normal” has been, there is one group of our human family that was especially challenged with our current conditions, but has arisen to face them with resilience, perseverance, loftiness of purpose, and the fortitude to bring hope and unity to their families and community.

Through the collective vision and partnership with Wilmette Institute, our team was able to launch a 6-week Transformative Leadership seminar for youth 11-17 years old with the goal of meeting the immediate needs of youth who were cut-off from school and friends due to quarantine policies. Over 60 youth completed the course on May 8th and are eagerly awaiting the course on Capabilities that Contribute to Personal and to Social Transformation, open only to graduates of the first course. Both that course and a course for new participants will begin on May 25. It is important that interested youth sign up now before the new course fills up.

Upon reflecting on our experience, we found that the youth were eager to learn and enjoyed building friendships with peers from different parts of the world. Our daily 1-hour zoom sessions included study, discussion, and reflection on the Transformative Leadership conceptual framework. Some of the topics included:

Our context: humanity’s past and current stages of social evolution
3 key functions for a group to progress and succeed
Questioning common mental models of human nature, society and leadership
The 6 elements of the conceptual framework of Transformative Leadership
- Service-Oriented Leadership
- The Purpose of Leadership: Personal and Social Transformation
- The Fundamental Moral Responsibility: Investigation and Application of Truth
- A Conviction of the Essential Nobility of the Human Being
- Transcendence
- Development of Capabilities
Learning and applying the 4 capabilities that better interpersonal relations
- Imbuing Thoughts & Actions with Love
- Giving Encouragement
- Effective Group Consultation
- Promoting Unity in Diversity
Formulating a Change Agent statement and a Transformative Family Action plan

Youth expressed their learning through music, graphic art, photography, writing, and multimedia art. Special guests visited weekly and presented on topics, such as: COVID-19, how music can contribute to the betterment of society, and the importance of developing capabilities in science and engineering.

Below, we share comments and artwork from some of the youth.

SERVICE-ORIENTED LEADERSHIP

The Transformative Leadership conceptual framework defines the purpose of leadership as personal and social transformation. It is service-oriented leadership motivated by love or by commitment to an ideal. One project that helped participants identify and express a principle to which they were committed was to create a poster highlighting what was important to them. Below is one example with the youth’s comment.

“I loved learning about different ways of thinking and about leadership. …I have applied the learning to my life which has been very helpful, thinking about the higher nature and lower nature of humans. The inspiration was cool and I love all of the arts.”

“During this time I have really enjoyed learning about the different models of leadership that we see around us. It has helped me think of myself as a leader and I am looking forward to applying consultation skills and leadership when we get back to school. I have been able to think about the idea of service and gratitude.”

ESSENTIAL NOBILITY

One of the 6 elements of the Transformative Leadership conceptual framework is seeing others as essentially noble. The youth of today often experience difficulties in relationships that are hurtful, contentious, competitive, and disunified. We found that this element was especially important in our collective learning. As we strive to see the good and nobility in others, we in turn recognize and acknowledge the good and nobility in ourselves. This is expressed through the following photograph taken by one of the participants.

“I chose to capture a picture of our mailman who I think shows Essential Nobility. Throughout the virus, we always see him, doing his work happily with a spirit of service. ‘Abdu’l-Bahá says that “Work done in the spirit of service is the highest form of worship.” I think that our mailman does his work with a noble spirit every day and especially during this time, we are grateful.”

Another participant shared, “it was fun doing the project Illumined Youth where I learned long exposure and ‘painted with a flashlight’. I believe youth are the spark in the dark. Through our essential nobility we can illumine the world!”

INVESTIGATION AND APPLICATION OF TRUTH

The period of youth has been referred to as the “ choicest time in human life”. Strength and vigor are characteristics with which young people are endowed. Youth from all backgrounds expressed their connection to personal and spiritual beliefs through art that brought inspiration, beauty, and knowledge to all the participants. One example is from a Bahá’í youth.

“For me, the Bahá’í Faith is a way that I am able to find the truth. I love reading the Writings and being able to relate the words to my life. Independent Investigation is very important in the faith so I found a quote by ‘Abdu’l-Bahá and then tried to capture what he was saying in a picture.

‘Be like a well-cultivated garden wherein the roses and variegated flowers of heaven are growing in fragrance and beauty. It is my hope that your hearts may become as ready ground, carefully tilled and prepared, upon which the divine showers of the bounties of the Blessed Perfection may descend and the zephyrs of this divine springtime may blow with quickening breath.’

This image shows how God is like our roots, our lifeline, and the provider. This plant is growing on a steep hill. The hill can be a metaphor for our lives. There are times when life seems steep but there is still great potential.“

TRANSCENDENCE-CONNECTING TO ETERNAL, UNIVERSAL VALUES

“During quarantine, I’ve been going kayaking with my friend to watch the sunset and explore the mangroves, whenever the weather allows. I always see something new, or as my mom calls it, “the little beauties of nature”, and decided to take my camera to try and photograph some of my experiences. It was a lot harder than I thought, because a kayak constantly moves and I kept floating into the bushes and getting attacked by mosquitoes, but after a couple times, I finally started to get the hang of it. I love taking pictures of nature and am happy that I decided to take my camera with me. Kayaking is an amazing experience I am very lucky to have.”

CAPABILITIES OF IMBUING THOUGHTS & ACTIONS WITH LOVE AND GIVING ENCOURAGEMENT

Art serves as a perfect channel to imbue thoughts and actions with love and to give encouragement to others. Throughout our seminar youth created and shared projects filled with love, hope, and purpose to inspire each other, family, friends, and community. Below are a few examples from two youth who used watercolor and letter writing as a way to strengthen interpersonal relationships.

“When so many people are helping, such as doctors, mail carriers, nurses, and teachers, it is opening people’s eyes to how they can help. Personally, I have tried to thank these people with cards and signs. I am able to have meaningful conversations with people about how during this time, we have an opportunity to do things differently. For example, I think that this experience with the virus will plant a seed of gratitude within us and help us think about what we have. Overall, I think this transformative leadership course has helped me develop my skills and think with a broader mind.”

Transformative Leadership Change Agent shares watercolor kindness cards.

Another participant posted in our seminar forum photos of art designed to inspire friends. She shares, “I decided to create watercolor letters to send to some of my close friends and friends who may need to be checked up on. I was hoping that this could spread positivity to you also.”

CAPABILITIES OF SYSTEMIC THINKING AND CREATIVE INITIATIVE

“This picture represents to me all of us working together with systemic thinking. I think that thinking as one is especially important now to help each other better. “

Another capability this youth expressed was his creative initiative, as he applied his technical skills by creating a multi-exposure image that represented systemic thinking.

If you want to learn more about what the youth did in this workshop, Tuesday, May 19 at 8:30 p.m. EDT, Wilmette Institute will be sponsoring a webinar, in which some of the youth will share what they learned and how it has impacted their lives. You can register for the webinar at: https://wilmetteinstitute.org/transformative-leadership-for-youth/

We are also happy to announce and invite youth to join a second free, 6-week online Transformative Leadership for Youth seminar from May 25th through July 3. The seminar celebrates the dynamic power of youth and cultivates capabilities for personal and social transformation. The youth of the world embody the change we wish to see!

Youth and Junior Youth Enjoy 6-Week Online Seminar

Youth from all over the world have found themselves at home with schools closed due to the high infectious rate of the Coronavirus. In response, the Transformative Leadership Education team, coordinating with the Wilmette Institute, offered a free 6-week online seminar that empowers junior youth and youth, ages 11-17, for social action, based on the books Transformative Leadership for Youth and Transformative Leadership: Developing the Hidden Dimension. Our goal was to create an online creative learning group that would empower young people in their path toward personal and social transformation and foster their attraction to beauty and innate thirst for knowledge, by integrating the Transformative Leadership conceptual framework with photography and multimedia arts.

The response was immediate and fantastic! Approximately 115 youth and junior youth signed up in the first two days, and the Wilmette Institute had to close registration for the first cohort. However, since youth and their parents continued writing, asking to participate, almost immediately we decided to start another group in May, for which pre-registration is now available at bit.ly/TL4YWait. If you know any youth who may be interested, they should sign up as soon as possible, while there is still space available.
In light of our current reality with many youth living in communities that have issued statewide stay home orders, we divided the junior youth and youth into two groups to ensure that all who registered were able to fully engage. We then invited several individuals who were familiar with Transformative Leadership to guide breakout sessions in each group, in which 8-10 youth participate. In our sessions, the youth have the opportunity to study together while strengthening new and past friendships. Many offer each other suggestions on how to cope with the difficulty of not being able to go out, while others find enjoyment when learning is translated through the sharing of art.

Our study is complemented with art projects that empower youth to see with their own eyes and develop basic skills in photography and multimedia arts. By integrating photography, drawing, music, creative writing, and art journaling, the youth translate learning into action that inspires others for positive change. Art from our first project was recently shared in which youth had the choice to photograph their family’s eyes and/or draw an eye with pencil.

*Art created by a Change Agent in the seminar highlights what the artist wants to see in the world.*

In the first week, participants examined the twin processes of disintegration and integration that are caused by humanity’s rejection or acceptance of the transformation process, propelling us into a new stage of existence…a world civilization that is unified and just.

One of the junior youth was inspired to create art that highlighted how we can choose to respond to the challenges we face in today’s world, becoming part of the problem, remaining passive spectators, or choosing to be agents of transformation, consciously contributing to cooperation and unity in our personal, interpersonal, and societal relationships.

The artist states: “This image shows a strong leader who is helping to bring together the spectators and destructive forces to make positive changes along with her.”

Another exciting and empowering component of the Transformative Leadership seminar are the special guests. On Tuesday, Eric Harper – Canadian composer, musician, music engineer and producer — joined our seminar to offer his support, guidance, and advice for youth who are interested in developing skills with music. After introducing Eric’s passion for service and his love for music that is expressed through his style that integrates Flamenco, Fado, Rock, Pop, and Bossa Nova traditions with passion and purpose, Eric asked the youth, “What inspires you? What are you guys interested in? How can I help?”

One youth immediately responded, “I play guitar during the musical portions of study circles and devotional meetings. I would like to take my music to the next level. Do you have any advice?” From that point on, the youth asked questions relating to the purpose of music, where inspiration comes from, and how to write songs. Eric has offered to facilitate a regular music group with interested youth to assist them in developing their instrumental and vocal skills. The group will be writing songs with plans to produce an original piece by the end of the seminar.

On Friday, Dr. Deborah Rana presented facts and responded to questions about the Corona Virus for seminar participants. The youth had many questions relating to how they can ensure the safety of those that are most susceptible to the virus and how best to navigate channels for accurate up-to-date information.

On behalf of the Transformative Leadership Education team, we are grateful for the opportunity to contribute to the empowerment and well-being of the youth who are participating in this program and filled with joy to be a part of the dynamic power and vision of the youth. We are also grateful to the Wilmette Institute for providing an online platform for learning and to all our facilitators and special guests.

Leadership Motivated by Love

Lately, the seminar students have studied dominant models of leadership found at all levels of society with the goal of better understanding what it means to be an ‘agent of change’.

A foundational element of Transformative Leadership is that it is ‘service-oriented’ leadership. Rather than focusing on a leader, as someone in a position of authority, service-oriented leadership emphasizes that each and every member of a group or organization can exercise leadership by:

Using his or her knowledge and capabilities to help others develop theirs, rather than dominating them and telling them what to do;
Striving to exercise “invisible leadership”, assuring that progress is made, without calling attention to oneself;
Being motivated by love or devotion to an ideal in order to serve to the best of his or her ability.

In order for the youth to fully explore what service-oriented leadership looks like, we first engaged in an exploration of common models of leadership that are founded on domination using different forms of power.

Students consulting on a dominant leadership model in preparation for a skit

To begin, I divided the youth into groups and asked each group to role-play a scene depicting a particular style of leadership — authoritarian, paternalistic, know-it-all, or manipulative. First, they depicted the characteristics of the leader and how she/he affected the other members. Secondly, in the absence of the leader, the group members commented on how they felt toward the leader. You can view one example of this activity at https://youtu.be/_gPPfusVDs8.

*Students role-play Paternalistic Leadership during Being the Change seminar in Fort Collins, Colorado.*

After each group presented a particular style of leadership, all of the youth reflected on the characteristics of that style of leadership, reactions by members of the group to that style, and the degree to which it incorporated the three functions that lead a group to success.

In the process, I discovered that the youth had a difficult time relating to some of the models of leadership, since many of these styles play out in places of work or in society in a way that is not obvious to youth. So I replaced the word ‘leadership’ with ‘relationship’. This helped the youth to better understand the characteristics of ‘dominance’, based on their experience of relationships that were founded on power and control.

In addition, as a group, we played a collaborative card game and role-played each of the dominant styles of leadership or relationship. It was challenging for the youth to keep focused on the game while hearing comments like, “I can play this game better than anyone” and “you aren’t playing right; you should play like me.” As a group, we role-played different styles and all would have to guess which model was demonstrated by its characteristics. At one point, I ‘helped’ a youth move cards he hadn’t seen he could play. He responded: “Stop being paternalistic and let me play!” It was great! He recognized my paternalistic actions and knew that as long as I played for him, he wouldn’t learn the game and couldn’t build his skills.

In another activity, Being the Change thru the Lens photography students highlighted one of the models of leadership that is especially detrimental to their school environment: ‘manipulative leadership’. I invited them to photograph elements of current school culture that negatively affect interpersonal relationships. The youth depicted manipulative leadership by posing as two students telling secrets. Negative comments and words are commonly experienced and serve as a cause of distrust and detrimentally affects the spirit of the school community.

*Students in Being the Change thru the Lens seminar* exemplify “manipulative leadership” through photographic art

Through these activities, the youth were able to personally experience each model of dominant leadership . This helped them to recognize how relationships with dominant characteristics influence attitudes and behaviors that keep a group from achieving its overall purpose, inhibit group unity, and prevent mutual collaboration in the development of one another’s capabilities. It empowered each of them to consciously make a decision on what kind of leadership they want to practice, and enabled them to see what qualities and characteristics are necessary for their own personal transformation, as well as to contribute positively as a group.

After a session in which we explored these common models of leadership, one of the younger students commented to me:“I don’t see you as a leader. I see you as a friend. You are always there to support us.” I believe that may be one of the most cherished comments I’ve ever received from a young person . I have also deepened my awareness that the exercise of this model of leadership must be motivated by love or devotion to an ideal. I know my motivation lies in recognizing the endless potential and society-building power of the youth…and my love for each of them.

Empowering students to see through their own eyes and creating spaces where they experience learning through reflection on action, has nurtured their purpose of leadership, which is personal and social transformation motivated by love and a true desire to help others.

Youth Interrupt the Forces of Racism using Transformative Leadership

Six elements of the Transformative Leadership conceptual framework.

One of the six elements of Transformative Leadership’s conceptual framework defines the purpose of leadership as personal and social transformation. These two processes of transformation occur simultaneously and are imbued with giving purpose to one’s existence. Personal transformation calls for the development of qualities that are eternal and universal in nature. It also includes developing capabilities that integrate concepts, skills, attitudes and qualities, endowing us with the ability to develop and contribute in all areas of life. The second process is one of social transformation where our qualities and capabilities contribute to the betterment and social good of society. This could manifest in a family, school, neighborhood, business, or town.

*The twofold process of personal and social transformation orients us toward a meaningful life.*

The relationship between personal and social transformation is ever evolving as a person strives to develop. Essential to this process is application. Recently, several youth, who are active in the Transformative Leadership program, and I had the opportunity to engage in an ongoing community book study and discussion on racism. Some might say this topic can potentially be filled with contention, anxiety and hopelessness. In Transformative Leadership Developing the Hidden Dimension, we read: “Racism is a pernicious example of the adversarial mental model that divides the world into ‘us’ and ‘them’.” The authors present mental models as “unexamined assumptions” that when not in alignment with the higher nature of individuals and the needs of society inhibit progress and the development of all. As Agents of Change engaging in personal and social transformation, we felt it was a perfect opportunity to apply the Transformative Leadership conceptual framework to analyze the ‘unexamined assumptions’ related to racism in order to promote social justice, equity and the elimination of racism.

*Over 40 community members attended the first book discussion on January 26, 2020 hosted by* *Diverse Fort Collins* *and held at* *Wolverine Press* *in Fort Collins, Colorado.*

The Change Agents joined Diverse Fort Collins’ community book discussion on Robin DiAngelo’s White Fragility: Why It’s So Hard for White People to Talk About Racism. The event will continue for 3 months, and in that time, participants read specific chapters and meet to discuss and reflect on learning once a month.

As I accompanied youth in the book study and supported their efforts toward personal and social transformation, I felt grateful for a space in the community where the youth could engage and learn alongside others. From my experience working with young members of our community, I know that it is common for youth to feel anxiety and unwelcome in community spaces. However, through Transformative Leadership, they have learned to practice the element of transcendence – connecting to eternal and universal values outside of themselves, using art do to so. Transcendence empowers them to face social anxiety or other difficulties. Institutions and communities who acknowledge the talents and capacities of youth to effect positive change are imbued with the youths’ enthusiasm, zeal and passion for justice for all people. Being welcomed by adults of all backgrounds instilled purpose and unconditional love in the youth who face navigating the challenges of youthhood daily.

One of the youth described why she wanted to participate in this activity; “I want to help spread awareness about racism and its often negative effects” on all members of the community. As a 9th grade Windsor High School student, she continues: “it is important to eliminate racism, but we need to learn ‘what racism is’ and ‘what it looks like’ so we can learn how to build racial stamina and interrupt the social forces of racism.”

*Makayla Watson (14) and Bella Kerr (16) implement the Transformative* *Leadership conceptual framework at the first White Fragility community* *book study on January 26, 2020 hosted by Diverse Fort Collins.*

Notes made by youth while analyzing White Fragility in the light of Transformative Leadership *during their first community discussion* .

During our first community discussion, the group formed an action plan that included another element of the conceptual framework; the moral responsibility to investigate and apply truth. We also included the 3 functions that lead a group to success–contributing to its goals, strengthening unity among its members and helping other members to develop their capabilities. Overall, we talked about strengthening all 18 capabilities that contribute to the betterment of personal, interpersonal and social relationships, but emphasized a few: self-evaluation, learning from reflection on action, effective consultation, establishing justice and understanding historical perspective. The Transformative Leadership conceptual framework has given us a solid foundation as we begin our life-long collective journey in developing anti-racist skills in all areas of life, and in the youth’s case, especially school.

It was clear that in our case, we were approaching this goal by identifying with our ‘whiteness’ and acknowledging our inherent privileges that are woven into the fabric of society at all levels. It was the first time the youth had engaged in this level of study.

At the end of the event, groups gathered to share collective insights and learning, where the youth presented highlights from their Transformative Leadership framework. Upon reflection, Bella Kerr stated: “It was interesting to be a part of this community space. Youth need to be included in these community spaces to learn and develop how to break the patterns of ignorance, prejudice, oppression and injustice that fuel racism in all areas of society. We are the change and are building a new world.”

This is part one of a series of how youth are applying the Transformative Leadership conceptual framework in the context of racism.

Youth Building Community while Learning about Transformative Leadership during the Summer: Part 2

Youth Learning

*Jadan and Bella Kerr and Makayla Watson engage in consultation during Change Agents planning session for Intercultural Diversity Night where youth celebrate diversity through food from world cultures.*

As the youth engaged in their weekly study of Transformative Leadership, they were able to engage the community by including them in their activities. During our lesson on models of human nature, two youth asked Becca (the owner of the locale) if she considered it possible to establish a world of justice, unity, and peace, and inquired as to why she gave her answers. After the youth interviewed additional community members, the group reflected on the answers.

*Makayla Waston (14) and Jeremiah Baltz (15) interview Becca owner of the locale where they met during Change Agents Transformative Leadership study session.*

One of the results of this activity was strengthening their conversational skills with new people, especially adults. They also had a first-hand experience of learning that many people wanted to see a world of justice, peace, and unity but many didn’t know how it could happen. Some also felt that it wasn’t possible anytime soon.

A topic they had a hard time understanding was the inequality in the distribution of wealth within the world’s population. This generated a lot of conversation and led to the desire to understand more about this topic.

They were intensely interested in developing the ability to navigate the challenges they often face in today’s world, such as negative self-concepts and adversarial relationships which are an integral part of the culture of contest (see Michael Karlberg’s Tedx Talk) and in acquiring skills to contribute to positive change in the community.

*Change Agents integrate multi-media art into Transformative Leadership study.*

As the youth worked on the element of personal and social transformation, which Transformative Leadership identifies as the purpose of leadership, art provided a dynamic method for each person to self-reflect and connect to their innate purpose. It was surprising to me that the youth became so focused that they didn’t want to stop work on their art to reflect as a group. I really enjoyed seeing each one using their unique style and creativity.

Youth work on a project that represents elements of
the Transformative Leadership model
for personal and social transformation

What I Learned as I Facilitated This Summer Session

As I reflect on our time with Becca at the Colorado Feed & Grain Public Market & Coffee House, I feel grateful for the opportunity to partner with a local business that values youth and their positive contribution to our community. Becca and her business is a beautiful example of how local businesses can “be the change” we wish to see.

As I worked with the youth, my understanding of common mental models of human nature was enhanced. Transformative Leadership questions predominant mental models — for example, that humans are merely “rational animals”– and suggests that it is more helpful to see humans as possessing both a higher and lower nature. Until this summer, I hadn’t grasped the many diverse perspectives on man’s nature and how they can affect an individual’s self-concepts and attitudes. By identifying and understanding prevalent models of human nature, we were better able to examine common concepts and attitudes in society. This awareness strengthened their practice of another element of Transformative Leadership: The investigation and application of truth.

It also strengthened my personal conviction that youth are the change I wish to see in the world and that through accompaniment by individuals, community, and institutions, they can change the world.

Regarding my understanding of Transformative Leadership, learning with the youth helped me to explore how to better present the material using a collaborative method, using art media and projects to integrate new learning with applications toward personal development and social action focused on positive change.

Youth Build Community while Learning about Transformative Leadership during the Summer: Part 1

[This post is a continuation of previous posts where I’ve been sharing my experience in using the Transformative Leadership framework with groups of youth, in order to empower them to address today’s challenges and contribute to positive change in the community. (See post 1, post 2.]

For many youth, summer vacation is a time for recreation and downtime. This summer I had the pleasure of working with a group of youth who thought it was important to develop skills for service and nurture a culture of learning about how leadership can contribute to bettering relationships with self, others, and community.

One issue we faced was finding space to study and engage in complementary art activities. Our goal was finding a space that did more than provide a roof, but also provided a meaningful opportunity for engagement with the community since Transformative Leadership only takes on its full meaning when participants have a clear opportunity to apply learning through action in a social context. As explained in the framework: personal and social transformation occur concurrently, as a result of engaging in service to the community.

Our group consisted of 9-12 students (between the ages of 10 -15) from 3 schools in Northern Colorado. We gathered weekly throughout the summer to strengthen authentic friendships, study Transformative Leadership, as a shared model of leadership that facilitates personal and social change, and actively apply our learning in action through service.

*Youth strengthen friendships and develop skills for community service at Colorado Feed & Grain Public Market Coffee House, Timnath, Colorado*

Collaboration with a Business Owner Supporting Youth Development

Colorado Feed & Grain Public Market in Timnath, Colorado offers community space for youth and cultivates Northern Colorado’s Creative Economy

Just before school ended for summer vacation, I remembered a newly opened business located in downtown Timnath: The Colorado Feed & Grain Public Market & Coffee House. I was immediately drawn to its warm and welcoming environment which promotes itself as a “community-focused space” that “celebrates tradition, engages change and connects through collaboration” using local arts and crafts. My dream to find a heart-centered community space came true! The owner, Becca, graciously opened her business, offering a space for the Change Agents to meet every Tuesday. She immediately recognized that youth are essential in contributing to a rich and vibrant community. The locale also offered the youth a wonderful example of how art and local artists contribute to the creative economy of Timnath, Colorado. Creative economy adds to the richness of community culture by stimulating creativity and fostering collaborative relationships within the community. It is a perfect example of the appreciation of diverse talents. Studying in the locale was also the beginning of a beautiful relationship between the Change Agents and a local business.

Interaction between Youth and Adults

One of the goals I had in mind by fostering relationships between the youth and a local business was to change the all-too-common perception that youth are not able to contribute positively to our community. To do that, specific needs have to be met to support the empowerment of the youth, one of which is to have a space in the community where learning and contributing can go hand-in-hand. The youth welcomed the opportunity to learn from Becca and wanted to take ownership of the space to show their appreciation to Becca for her support.

This gave them the opportunity to practice mutualistic relationships, which Transformative Leadership emphasizes. In this case, Becca provided the space for their activities and the youth contributed to the betterment of that space by cleaning and organizing the room before and after using it, taking ownership and showing responsibility in ensuring that the space was well cared for and ready for use by the community.

Youth taking ownership
of space by room setup
and cleaning

On the last day that the Change Agents met in the locale, they had a little surprise for Becca. The youth painted mugs with themes of beauty, diversity, and love. The group presented her with these tokens of their appreciation. Bella Kerr, Compass Community Collaborative 10th grade student shared, “…in my experience teenagers are looked at as problems and trouble makers.” On behalf of the group she thanked Becca for making “…us feel welcome and supported,” and added, “it means the world to us.”

It was a beautiful and inspiring experience to see first-hand how youth and a local business owner can foster a mutually supportive relationship within a community. The youth will never forget it!

Youth show gratitude and appreciation
to owner Becca Bay

In the second part of this series, I will share some of what the youth learned from this experience, as well as what I learned as a facilitator.

Youth Transforming Leadership Through The Lens

Photo by student from Being the Change through the Lens, Fort Collins, Colorado

What is the purpose of leadership for today? What concepts, attitudes, skills and qualities contribute to positive leadership and empower youth to navigate and overcome feelings of not belonging, of divisiveness within relationships and the high demands of societal expectations to be “successful” and “perfect”?

A group of middle and high school students in Fort Collins, Colorado, have been exploring the relationship between the purpose of leadership, photography and multi-media art during seven months. In the Being the Change through the Lens workshop, students met for two hours once a week to develop basic photography skills and explore a model of shared leadership that invites individuals to develop a new conceptual framework for personal and social transformation.

Two elements of Transformative Leadership accompanied by student artwork at a recent school exhibition in Fort Collins, Colorado.

In the workshop, the 6 elements and 18 capabilities of Transformative Leadership are expressed through photography and multi-media arts, empowering students to develop their own systematic approach for learning through action that translates into positive change within themselves and in the world around them. Participants, known as Intercultural Change Agents, develop capabilities and practice skills to integrate areas of life into cohesive patterns that are in harmony with their environment and contribute to bettering relationships with self, others and society while nurturing the capability for service and contribution to the betterment of the community.

A student in the Being the Change through the Lens workshop practicing photography skills in Fort Collins, Colorado.

Seeing the world through the lens has been a wonderful foundation for Change Agents to take ownership of their learning and apply it in everyday life. Elements of Transformative Leadership such as our moral responsibility to investigate and apply truth and seeing others as essentially noble empower youth to problem-solve and gain greater clarity while developing the capabilities of establishing justice and consultation. Recognition that each person has a part of the “truth” is essential for collective progress and creates an environment that is rich and vibrant with ideas and plans for action. Intercultural Change Agents are the “being the change” we “wish to see in the world through the lens.

Additional elements of the Transformative Leadership framework provide a clear vision and enable young people to make sense of the tremendous changes in today’s world. These include:

Student artwork expressing Transcendence created in Being the Change through the Lens workshop.

Leadership being founded on a spirit of love that is expressed through service,
Understanding that the purpose of leadership is twofold: to personally develop qualities and capabilities and to contribute to building a more just and cooperative society,
Practicing transcendence by connecting to universal values found in all world cultures and
Dedication to developing capabilities in self and others

The youth of today are endowed with incredible potential and limitless capacities, such as justice, enthusiasm, zeal, and hope.

Join us on our journey as we share what we are learning about individual and social transformation through Transformative Leadership through the lens.

If you would like to initiate a similar project and would like to interchange ideas, feel free to write to me at translead9@gmail.com. You can find the book Transformative Leadership for Youth on Amazon.

About the author

Jessica Lani Kamál Kerr is a professional photographer and artist and has over 15 years experience in community empowerment at the grassroots level of community, specifically in mentoring young people in addressing the challenges of today. She has been helping students in Northern Colorado embrace beauty in diversity through offering Transformative Leadership in neighborhoods and schools. She is also the founder of Cultivating Capacities, GSO and serves on the Intercultural Community Builders’ Board of Directors, both of which are non-profit organizations based in Northern Colorado. Jessica lives in Colorado with her husband and four children.

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