Introduction
My calling as an educator comes from my family. It is rooted in the belief that education is the ultimate tool for self-advocacy and liberation. My brothers and I were required to do chores on the weekends, and I remember my parents playing music on the record player. We constantly listened to timeless music that I really didn’t get to appreciate until I got older. I’m especially inspired by the lyrics from the legendary band Earth, Wind & Fire's song, “That's the Way of the World”1:
That's the way (that's the way)
Of the world (of the world)
Plant your flower (gonna plant your flower)
And you grow a pearl
Child is born with a heart of gold
Way of the world (gonna plant your flower)
Makes his heart so cold
My parents didn’t have much in the financial sense; we grew up poor, but they gave my brothers and me plenty of things that we still use today as adults. My father instilled a love for knowledge, reading, and history, while my mother instilled an indomitable spirit and the power of advocacy. Besides pedagogy, I try to instill these qualities in my scholars too. I recognize that society actively shapes our youth, and we ultimately reap what we sow; as I explain to my scholars, “You get out what you put in.” In a world with systemic structures that are not built for every scholar to succeed, my father taught me to view literacy and critical thinking not merely as academic subjects, but as a "real revolution,” which is further expounded upon in the article Literacy as Liberation: Black Reading Traditions Then & Now.2 Central to this revolution is the intentional integration and celebration of African-American history and context, which is extremely important because that’s the primary demographic of my student population.3 By exploring this history, my scholars learn to critically analyze how and why modern societal structures came to be. This also explains why things are the way they are today. My mission is to equip them with the sharp intellect and literacy skills necessary to navigate, challenge, and dismantle these barriers, transforming education into a pathway out of challenging circumstances.
In my classroom, learning is a collaboration, and as I tell my students constantly, “failure is not an option” (FINAO). I reject the conventional belief that the teacher is the sole keeper of knowledge; instead, my scholars and I operate as cooperative shareholders in learning. I learn a lot from them too! My goal is to serve as their guide, fostering independence while remaining a steady resource. A successful day in my room is dynamic and varied. Classes can range from rigorous debates and collaborative hands-on projects to quiet, focused solo writing. By challenging scholars on how they came to a conclusion and why they think a certain way, I instill a culture of metacognition and intellectual curiosity.4
To ensure that every scholar is seen, valued, and supported, I practice proactive, culturally responsive advocacy. I intentionally try to curate a curriculum that mirrors the diverse identities of my classroom, anchoring our studies in rich historical truths and providing Spanish-language materials to honor and support scholars migrating from Mexico and Central America.5 Equity in my classroom means meeting scholars where they are through frequent individual conferencing to gauge mastery and providing tailored support as much as possible. I strive to be the dependable adult in my scholars' corners: one who fiercely counsels them, passionately advocates for them, and holds them to the high standards of accountability they deserve.
When my scholars walk out of my doors at the end of the year, I want them to leave as self-actualized advocates, critical thinkers, and avid readers and writers. By pouring into them a curriculum of inquiry, history, and self-worth, I strive to preserve the "heart of gold" they were born with, ensuring they possess both the armor and the intellect to thrive in the world.
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