Social Practice

A group of elementary school students and the teachers at their after-school program started a pedagogical exploration of social justice and resource management. A communal set of Lego building blocks launched this investigation an reflection on privilege, democracy, and self-organisation. Here’s a little excerpt of a conversation between the kids:

Carl: “We didn’t ‘give’ the pieces, we found and shared them.”

Lukas: “It’s like giving to charity.”

Carl: “I don’t agree with using words like ‘gave.’ Because when someone wants to move in, we find them a platform and bricks and we build them a house and find them windows and a door.”

“These children seemed to squirm at the implications of privilege, wealth, and power that giving holds. The children denied their power, framing it as benign and neutral, not something actively sought out and maintained.”

Read all of the essay “Why We Banned Legos” by Ann Pelo and Kendra Pelojoaquin (originally published in “Rethinking Schools“)