Entry #2: Tween Activism

On Thursday, January 27, 2010 the Orange County Register published the article, “Students oppose plan for solar panels.” The article highlights the growing call to social action that some tweens experience. As Lesesne (2006) expresses in Naked Reading, Tweens at this age are beginning to develop a sense of social justice (p. 14-15).

The students at Dwyer Middle School in Huntington Beach, California staged an all-night protest in an attempt to deny the installation of the Chevron Energy Solutions solar array project. Students argued that the solar panels would take up too much room on a much needed grassy area of the campus. Additionally, this grassy area has historical relevance to the school which was built in 1933.

The fact that these students were beginning to exert their thoughts in a peaceful protest shows growth in terms of tween development and their ability to recognize their own growth within society. This is further developed in the statements made by tweens in the article. In their protest, students were quoted as chanting, “We have a voice” (Fletcher, 2010). In this article, tweens are beginning to understand that they can be active members in society and provide a voice to their opinions.

The only drawback from this article could be the terms used to represent the students. The use of “kid(s)” and “children” can in some ways undermine how tweens view themselves in this middle ground between children and adulthood. It also shows the prevailing idea of many adults about the nature of tween-hood and its role in the “middle.”

Lesesne (2006) touches on this point in her first chapter. To twist Beers’ quote within the Lesesne text, it seems that there is no one template for tween development. Perhaps the draw to using the terms kids and children can be due to the fact that puberty and growth is so unique to each individual. Additionally, as adults and parents there seem to be a desire want children to stay young. Conceivably this is why these terms are used. Ultimately, the article appears to be consistent with tween development and a growing sense of social justice.

Fletcher, L. J. (2010, January 27). Students oppose plan for solar panels. Orange County Register, pp. Local 5.

Lesesne, T. S. (2006). Naked reading: Uncovering what tweens need to become lifelong readers. Portland, Maine: Stenhouse Publishers.