Over the summer, I joined the exciting roster of new commentators at Feminist Magazine on KPFK Pacifica radio. I will be sharing perspectives on social justice and feminism in education.
If you missed my first commentary in July, I’ve posted the audio archive here as well as the transcript below. Watch my Twitter and Facebook feeds for updates on upcoming commentary dates.
Transcript of my first commentary on the invisibility of teachers as leaders in the media and the need to re-position our voices in political and educational discourse follows below. Continue reading →
In March of this year, I was invited to sit on several panels as part of the Smith Women in Education conference at Smith College in Northampton, MA. I was thrilled to be back on campus even if just for a few days, as it took place right in the middle of my Fulbright time in México; it was absolutely invigorating and inspiring to be among Smith sisters in education making change in their classrooms and in their communities.
One of the things I talked about during a panel titled Teaching in the 21st Century, that was moderated by Smith alumna Joan Sigel Schuman from the class of 1962, was the importance of teachers coming to the classroom as whole people, especially along lines of race, class, gender, and sexuality. Our students know when we are not being real or true with them, and we as teachers also suffer when we are not our whole selves with our students, our colleagues, and our school communities.
I went through a time of not being a whole person myself when as a young teacher, I was not completely true to my students during my time in girls’ schools between 1997-2004. There I was, teaching young women to be empowered and to become self-actualized as young feminists, and I was not even out to my students; as a result, I was not a whole educator or a whole person in my profession. I was not self-actualized. Continue reading →
The following post can also be found on the teacher group blog Equality 101.
Six years ago, my three English department colleagues and I replaced an outgoing department of two women who had left for career and life changes. Sensing an exciting opportunity for innovation, we felt that we were on the ground floor for making sweeping changes to the high school English program that could be shaped by our vision.
To design a new program, we needed a shared experience that would bring us to a generative space of thinking creatively with each other. We wanted our experience of redesigning the program to be one that had a “curriculum” of its own with writing, reading, research, and reflection. In essence, we wanted the same intellectual engagement as collaborators that eventually our students would experience and (hopefully) enjoy as learners.
