“As educators, we must tell the truth, to ourselves and then to our students,” writes Deaunna Watson, director of diversity, equity, inclusion and belonging at a Montessori school in Cincinnati. Sometimes, however, the truth can be difficult to face and uncomfortable to talk about.
Over the past nine months, our editors have had the privilege of collaborating with a group of eight talented educators and school leaders who bravely reflected on their lived experiences and shared their truths through a collection of powerful personal essays as part of EdSurge Voices of Change. writing scholarship.
Our most recent group of fellows included educators from a variety of grade levels and content areas, including a high school principal, an elementary school teacher's assistant, a math and computer science teacher, and a school and community engagement manager, to name some. With diverse perspectives, backgrounds, geographies, identities, and areas of expertise, these writers offered a wide range of important stories, each unique in their own way.
Watson's quote about truth emerged from a personal narrative essay about his experience with the banning of books and curricular restrictions, which have become critical issues facing educators today. Other essays published by fellows examine pressing topics related to the intersection of teaching, learning, and identity, including embracing identity, leading with joy, teaching through pain, feeling undervalued in the profession, and rethinking classroom culture.
The fellows practiced deep reflection, allowed themselves to be vulnerable, and harnessed their own strength and the power of their communities to write these honest essays, giving readers insight into their lives. We are so grateful for our Fellows' willingness to share these stories with the EdSurge audience and are energized by their dedication to creating a hopeful future for teachers and students.
Here's a look at some of the pressing topics covered by the fellows:
katie wills evans
Through personal narrative writing, Katie Wills Evans, a high school humanities teacher in New Orleans, reflected on how to help students understand their bodies and make informed decisions that support their well-being, questioning the value of standardized testing. and explored the emotional toll of teaching through pain.
“My students will continue to travel an incredible variety of paths and experience many beautiful aspects of life after they leave my class, but some will still die. No matter what happens to my students, the relationships we can have when I prioritize these commitments cannot be taken away from us. The experiences we have in my classroom and the community we build are about more than preparing us for a certain type of life. They are significant, in themselves.”
Michael Paul Ida
Michael Paul Ida, a high school mathematics and computer science teacher in Hawaii, shared his thoughts on the importance of bringing a healthy dose of skepticism to educational technology and how teachers are disengaging from professional development. He also dove deep into explorations of embracing identity in the classroom and the sense of responsibility he feels for bringing the stories of his students and his community to spaces where there is little understanding of their experiences.
“We are a multi-ethnic community living in a small geographic area and we know a thing or two about building relationships and respecting differences. For that perspective to be heard, teachers must form the vanguard; teachers who are willing to listen, and I mean really listen, to the voices of Asian American teachers like me.”
Sachin Pandya
From rethinking classroom culture and calling for a renewal of the traditional school model, to considering the impact of artificial intelligence on the teaching profession and opening up to the idea of aging with dignity through his career as an educator, Sachin Pandya, fifth grade teacher degree in Wisconsin, has offered wisdom on the challenges and opportunities of transformation.
“I have struggled to balance representing my school's history and culture with my desire to support our continued and increasingly pressing need to adapt. Aging gracefully is difficult for all of us, but as a teacher, it has been more complicated than I expected.”
James Parra
Paraprofessionals have been called “thebackbone of the classroom”, but it is a voice that often goes unnoticed. James Parra, an elementary school paraprofessional in New York, gave readers a glimpse into his experience playing this critical role. While he shares that it is a job that is often undervalued, he sheds light on how meaningful it can be, especially in building strong relationships with students, families, and teachers.
“…With the expectations placed on the backs of paraprofessionals like me, how much longer can a system continue to ignore our voices, pay us insufficient wages, and fail to adequately prepare, train, and support our sector of the educational workforce ? “How long will the status quo be enough?”
Amanda Rosas
Through her essays, Amanda Rosas, a high school Spanish and women's studies teacher in Minnesota, raised awareness about the importance of human connection, gratitude as a pedagogical practice, and the impact of perfectionism on language learning. Rosas also shared her experience in equipping youth with the knowledge to transform our society into one that values the inherent dignity of women.
“As educators and students, we must strive to center our humanity and uplift each other as we boldly navigate the possibilities of the dreams within us – the dreams of our ancestors.”
Scott Woman
Damen Scott, a high school principal in New York, used his voice to explore the power of centering joy in schools, the steps he has taken to ensure school staff reflect the diversity of his high school's student body, and why encode self-esteem. Love and identifying ways to capture growth are important to student success.
“To lead a school where children love themselves unapologetically and succeed academically, we need national recognition of the importance of self-love and guidance on how to code, measure, and track this aspect of development in America's public schools. “.
Keely Sutton
As a school and community engagement manager at an Atlanta high school, Keely Sutton thinks a lot about collaboration and community. Sutton has written about the power of family engagement, the experience of healing from trauma together as a community, and the cost of compassion for educators.
“To stay in this field, you must possess a level of mental strength and tenacity to endure. “It is difficult and I, along with many others, are wondering if our compassion for our students is enough to fix the state of our education system and keep us in the profession.”
Diana Watson
Essays written by Deaunna Watson, director of diversity, equity, inclusion and belonging at Mercy Montessori School in Cincinnati, raised fundamental questions about some of the systemic issues facing schools and educators today. Watson examined what it takes to create safe spaces for students, families and staff who have historically been marginalized, and how centering joy can help. She also shared her experiences in designing curriculum to support and encourage the liberation of Black students, and the courage it takes to do so at a time when many educators face restrictions and bans on literature and curriculum. of studies.
“To create a more diverse population of students and staff, we must work to build and foster a culture that creates a safe and brave space for students, families and staff who have historically been marginalized.”
As we conclude our work with our third cohort of fellows, we are excited about what awaits us as we join our fourth cohort.
Are you interested in applying to become a member or know someone who might be? Apply now.
Do you need convincing? Are here five reasons to apply and answers to the most frequently asked questions about the scholarship.
