Cornerstone: Making Equity through Churches, Community Centers, and the Corner Store

Ruth Ray is an educator in Warrensville, Ohio. She is a new member of the Fab Lab Network. Here she discusses with Sonya Pryor-Jones, Vice President and Chief Strategy Officer, how to build maker and digital fabrication education as an integral part of the education experience for communities who have been traditionally under-resourced. 

Her vision for making is informed from her early experiences as a child with making dollhouses and more recent experiences of being on a scrapbooking team with her sorority and with using a 3-D printer for the first time. The excitement she feels with accomplishing the actual making of something motivates her to provide the same opportunities for students with the community as a resource. Here is Ruth Ray’s equity story. 

When I was a science teacher, I noticed when students did their science fair projects that the board allowed them to have what they did come alive–it was a way for them to tell the story of how they went from their hypothesis to the conclusion. The dioramas and their small scales are where they are able to think, create, and do–it brings to life their thought process and shows, “I made this! So what can I do next?”

When our scholars experience making in its most authentic form, you see the “light coming on.” They begin to build self-confidence that motivates them to want to do more. Moreover, it turns on critical thinking and the skill of persisting in figuring it out. It reactivates the “Why?” that they had as two-year-olds–why is this, why is that? Making is definitely a high moment in learning for learners.  

To empower teachers to bring more authentic making to the classrooms, organizations, and the system can do is not to bring maker and project-based learning like it is something else for them to do, another initiative. Take the time to show making as building on what they are already doing in the classroom. For example, when you ask kids to do a thought bubble, you’re having them create and share, which are two key aspects of making. 

Another example of building upon what is already there in the classroom is looking at assignments that ask students to do reports and make presentations. In essence, the computer has become the starting point of their maker space. When you build on what teachers already have available to them, you help them see the evolution of teaching and learning, and making in the classroom is part of that evolution. 

When I think about my paradise vision for maker education, it definitely will come from the community’s strengths. Entertainment, for example, is something that we are drawn to, like the beat of the drum throughout our culture. Honing in on cultural aspects, I think, will be a great community builder that involves generations. For example, sewing, quiltmaking, and other cultural making forms can be used to create a place for entertaining made by us for the whole community to come together under the beat of the drum. 

Also, a part of this paradise involves the community–churches, clubs, corner stores because these are the places where the community congregates, and what is happening there? Music, activity, etc. Additionally, entrepreneurship must be a part of this because so many people are unemployed. These spaces can help build the capacity to make, promote, and do a logo–these are all elements of making that can help you be a functioning citizen and contribute to the community. 

When organizations or providers come to the community to provide services, they must understand and involve the community to understand what is needed. So often, people come in and say they will paint a mural on the wall, for example. And you’re wondering, “What does this have to do with anything?” When organizations come into the community, the onus is on them to learn about that community. Talk with people who represent the community so you understand the real story beyond what the data in front of you says. For example, find the 90-year-old in that community who has the community history and talk about their needs. Don’t make assumptions about what the needs are. You cannot make a plan for the community without involving the community. Not involving the community is where the disconnect often is. 

When you find out what goes on in the community, for example, a parade that has been going on for 50 years, that can be a part of building the plan for the community, just like making and fab is not new. Start with the foundational pieces in the community–scissors, sewing machines, etc.–that have evolved to these spaces. Beginning with this thought helps people use their experiences to what is there.  

Also, it’s important to remember that where technology and these maker spaces are is where these children are. We keep trying to teach them in this traditional industrial way, but when they leave and go home, they are on their devices that can take them to Dubai and back, for example, on their iPad. 

To that end, it is important to put maker spaces in the places where the children are and where the elders are so they can vouch for it; in other words, give it the stamp of approval. For example, in churches, because the church is still important in our community. That way, when someone is talking about maker spaces, folks can say, “oh yeah. We have one of those in the basement.” Statements like that from the right person vouches, that is, approves, that this is something okay for our community. 

.   .   .

I was always a kid to be making something–dollhouses and things. I always liked to put my name all over. My mom would give me material, and I would create things with my name. We also had a computer when I was young because my grandfather was into technology. We had a big computer in the living room. He was a techie and got the tech magazines and things. He was a machinist. He said to me, “One day, your computer will be in your hand, honey.” I never forgot that. 

So, when I had the opportunity about ten years ago to create something for the first time with a 3-D printer, I made a nameplate. It was exciting to go through a process, use a computer, let it work overnight, and come back the next morning with my name there. I did this! So over the years, it’s been great to watch maker spaces come into being. I even use the machines when I’m doing scrapbooking. It is exciting to see what these machines and tools can help us make. And I hope to have our scholars experience this kind of excitement with experiencing the success of making something.