When learning moves us: youth development insights from Kenya

The more I teach (and learn), the more I understand how deeply physical my practice is. As a Ph.D. student focused on arts in education, I now recognize this as embodied knowing—where learning doesn’t just happen in the head, but in the body, heart and spirit as well. From name dances to gallery walks, brain dancing to silent discussions, I design experiences to connect us—to ourselves, each other and the work at hand.

This embodied, relational approach was at the heart of a recent global collaboration with 10 Kenyan educators from schools for the deaf. Their goal? Launching co-curricular debate clubs to help students build durable life skills like communication, collaboration and agency. 

When I was asked to co-design and facilitate a two-day professional development training, I said yes. I didn’t know all the details—but I trusted curiosity, connection and shared purpose to guide the way.

Alongside trusted Extension educator colleague and co-facilitator Kristina Griebenow, I listened deeply to our Kenyan partners, learning about their hopes, needs and the unique context of Kenyan education. 

We grounded our facilitation in two flexible, youth-centered frameworks: Hart’s Ladder of Youth Engagement (1992) and the Collaborative for Academic, Social, and Emotional Learning's (CASEL) 3 Signature Practices (2025). We viewed these as “fences for freedom”—tools that could structure our time while leaving space for the group to shape the experience together.

From icebreakers to insight: reimagining youth and adult engagement

Day one began quietly

Some educators had been “voluntold” to attend, and the room felt formal. 

We started small—with name tents, a “truth and a wish” and an open invitation to bring your full self to the space. 

Slowly, the energy shifted. We explored the purpose behind debate programming—not just argumentation, but building confidence, connection and community among youth.

One pivotal moment came when we swapped out a traditional “name dance” for a Kenyan Sign Language (KSL) version. Participants joyfully shared their sign names—an inclusive and spontaneous ritual that brought laughter and connection. That small shift showed us: when you adapt to the room and lead with care, people feel seen and valued.

Using CASEL’s welcoming rituals, engaging activities and optimistic closures, we created space for deep reflection. During a gallery walk on mentorship, participants shared stories that anchored our session in meaning—stories of teachers, brothers, grandmothers and community members who believed in them.

Day two deepened the trust

We began with a feelings wheel (a tool adapted from Allina Health, 2024) check-in and translated our emotions from English into KSL. Words like "valued," "respected" and "hopeful" emerged. 

Then came blind contour partner portraits—pure, joyful connection. From there, we explored how debate clubs could foster youth belonging through co-leadership, risk-taking and decision-making.

The creativity in the room bubbled as teachers adapted debate scenarios to reflect local challenges: flooding near Lake Victoria, rural travel dilemmas and familiar logic puzzles. 

With the help of our handouts and permission to edit, the teachers took existing activities and made them their own—relevant, culturally grounded and powerful.

As we closed with one-word reflections, the energy in the room was alive: inspiring, eye-opening, educative and exhilarating. 

This experience affirmed what I know in my gut: good teaching is relational, embodied and human-centered. Whether in rural Minnesota or a Kenyan classroom, the foundation is the same—presence, play, reflection and care. When learners are invited to show up fully, they rise—with wisdom, joy and deep heart.

Let’s keep saying “yes” to the doors that open—and to the bridges we build through youth development, across borders, across cultures and, always, with love.