What went well?

I started this week by leading my first teacher and facilitator training, and I was quite nervous. Tony, my director, explained that he has been pleased with the results of this mini program and the “seeds” we’ve been sowing. To ensure the momentum continues after my time here, he asked me to share what has been working and why. Specifically, he noted that the teens are not being pushed enough to explain their reasoning, why they like certain things, why they accept certain ideas. Some facilitators resist this approach, saying that the kids are “too young” for inquiry. But Tony believes, and I agree, that teens begin forming their identities early, and it is crucial to give them space to map that blueprint now.

Through the program on media literacy and critical thinking, the students are beginning to understand what it means to question what they know. Questions like: Why do some neighbourhoods have access to parks while others don’t? Why do certain groups dress a certain way? Why do we listen to the music we do? Why are some people portrayed negatively?

My goal in the workshop was to show facilitators how I created a safe space for teens to explore these thoughts while also holding them accountable to ask why at every step. I then organized group activities around dominant ideologies common in Colombia and asked the students to challenge them with their partners.

For this week, the workshop will focus on understanding what the media tells us. This will be the most knowledge-heavy week, so I need to balance the material by keeping it engaging. To build on last week’s work, I started with Google VEO videos to show how memes online can perpetuate harmful messages. 

When I showed an example of an AI-generated video that negatively portrayed Jesus, I asked the kids why they thought the video was bad. One responded, “Because it’s scary.” I pushed further: But why is it bad? What about it makes it scary? As I continued probing, the kids got stuck and couldn’t explain. Then, on the next slide, I presented the key points, and it felt like a light bulb went off, they immediately understood what I had been guiding them toward. From there, I introduced the idea of media framing and explained how it is used to push particular agendas. Finally, we moved into exercises where the teens practiced framing themselves by pretending to be journalists.

This is a very important exercise because it shifts the teens from being passive consumers of media to becoming active producers of meaning. By pretending to be journalists, they were not only analyzing how stories are framed but also practicing how to reframe narratives themselves. In a city where so much of the messaging about migrants, poverty, and violence comes from external sources, giving them the chance to craft their own headlines and perspectives allowed them to see how much power lies in language.

It was also a way of showing them that the media is not neutral. For teens growing up in a context where armed groups and political actors compete for control of the narrative, learning to spot these intentions is a survival skill. But even more than that, it is a way of reclaiming voice. By writing their own stories, they began to imagine themselves not only as subjects of media but as agents capable of shaping how their communities are seen.

The exercise also deepened their sense of empathy. As they took on the role of journalists, they had to consider how to tell someone else’s story responsibly: what details to include, what to leave out, and how to avoid reproducing harmful stereotypes. This reflection opened a window into ethical responsibility, helping them recognize that voice is not just about speaking but also about how we listen, interpret, and represent others.

For me, even as a facilitator, this exercise showed why inquiry matters. Asking why… why this headline? Why this photo? Why this message? It all pushes the teens beyond surface-level reactions and into deeper critical awareness. And most importantly, it seeds the idea that they do not have to accept the world as it is presented to them.

What could have been done differently?
With the example I gave, I should have chosen something funnier or more exaggerated so the kids didn’t feel like their answers had to be “perfect.” Using a neutral news example was also difficult, especially because even the idea of neutrality is complicated. News is always presented with a perspective, so it may have been too abstract of a starting point.

What did I learn about leadership?
Patience is essential. I realized there is always a role for someone to play, and part of leadership is showing people where they can belong. Everyone has something to contribute, but it’s my responsibility to guide them into spaces where they feel included and valued.

What do I want to develop or focus on next?
I want to start combining the progress from the past weeks and build toward something bigger for next week; tying the lessons together so the teens can see how far they’ve come and how each activity connects.