User talk:Aude/schools

I'm shocked - SHOCKED - that there's not more discussion on school-based wiki editing and vandalism
Peter Blaise says: This seems fertile ground for many challenging discussions, including inviting the accused vandals to explore what they think. I know that when I was in school (1960s), I recoiled in horror at the hypocrisy of those "in power" - the "do as I say, not as I do" syndrome. I can't imagine it's much different today. Just because we CAN block them doesn't mean that's the ONLY thing we should do. I think "vandalism" from schools especially points to an unserviced need. Whoever they are, they are seeking to be seen and to participate with power. By ONLY blocking them we are just sending them elsewhere when we could be thinking of ideas to incorporate and empower them, and enrich us all. Any community that thinks it's succeeding by ostracizing some of it's members is a failure. It's time we did more than say, "It's someone else's problem, just block 'em." Peterblaise 10:28, 2 May 2007 (UTC)


 * Aude, noting your comparisons of different Beltway districts, I would suggest that part of the reason is access: students in D.C. don't have the ability to "graffiti" school pages the same way others do because many can't access WP from school computers, and many do not have access to CPUs during out-of-school time. But I do like your comparison - some useful observations could be made from those. Thanks! - Freechild 19:02, 1 June 2007 (UTC)


 * I tend to not use a template, and say something like: Please stop it. This message is from a person, not a computer program, and I can and will block you and your school if you continue. I usually get the answer. OK, sorry, or something of the sort. The people who have kept on after a personal message are commercial spammers. Schoolkids we can talk to--getting them to  realize that the school can track them seems to work as a last resort. But possibly the guys around DC are tougher than in Brooklyn.  (smile). DGG (talk) 01:10, 12 September 2007 (UTC)