We’re looking for partners to help us invent the future of learning. This year, we’re launching two paid fellowships: a Summer program for adults and a Fall gap-year program for young adults. In both, fellows will develop their own projects as part of a new community-driven publication from Powderhouse and contribute their perspectives to our design of a high school replacement.
Join us this summer to do creative work with a small cohort of adults in a new fellowship.
Join us this fall to do creative work with a small cohort of young adults in a new gap-year fellowship.
Kindling fellowships offer a sandbox to release creative projects with youth and others in our community. Alongside fellows, we choose themes, prototype projects, and develop pieces for these publications, seeking to push one another creatively, intellectually, and technically while providing support through hands-on workshops and mentorship.
We hope you'll join us to release publications that will not only offer a platform to share ideas, stories, and creative work, but demonstrate what’s possible when youth get a say.
Thematically, our publications center three ideas with lifelong relevance:
Editorially, we aim to create projects and pieces that see things:
Today, youth are excluded from the most important conversations of their lives because we place them in School, a place whose day-to-day is largely removed from issues which matter (to either youth or the world). This disenfranchises youth by denying them both the chance to learn through real work and the opportunity for meaningful involvement in public discourse and civic life.
We do this under the rubric of “developing productive members of society” and “creating good citizens”, claiming that preparing people for effective participation in society requires isolating them from it for more than a decade.
At Powderhouse, we believe this is not only wrong, it doesn’t work.
Alexander Hamilton was barely nineteen when he started his political career. Malala Yousafzai was just seventeen when she won the Nobel Peace Prize. Louis Braille was only fifteen when he invented the Braille alphabet. However unusual or extraordinary you believe these people were, their greatness did not come after a long period of preparation, but grew out of constant and engaged action and reflection doing real work.
We believe young people can do far more than our culture gives them credit for. But realizing this potential requires acknowledging that people grow best when they’re learning, learn best when they’re creating, and create best when they’re creating something which matters to them—and sharing it with a real audience.
The research and design challenge for those who care about youth is clear: We need to advance the art and science of meshing the abstract knowledge and skills today’s society requires with the concrete culture and concerns of youth. To many people, this problem will appear impossible because they believe abstract knowledge and skills are dreary and the culture and concerns of youth fun.
More than a decade prototyping radically different approaches to learning have convinced us this is a mistake borne of most people’s experiences in School, a place where disciplines are atomized into lonely, impersonal subjects, trivia far-removed from everyday life.
After trying to tackle this from the inside, we are setting out ourselves to build an equitable educational institution free to the public which embodies this vision of learning