Abstract
The reasons why we teach are intensely personal. We give our hearts and souls to “the work,” though it is so much more than work to us. It is a calling, felt deep in our souls, to correct wrongs, to bend the “arc of the moral universe” all the way to justice, to realize the dreams that have been deferred at best and stamped out and denied at worst. Because at the core of each day, we find humans, students, families, and colleagues who are inherently worthy of learning, loving, and living a fulfilling life. Yet, for far too many students, a disproportionate number of them Black, Brown, Indigenous, multi-lingual, poverty-impacted, LGBTQIA+, and/or with disabilities, the political, economic, systemic, and interpersonal structures are actively set up to discourage, disempower, disenfranchise, and dehumanize them. What follows is one educator’s story, coupled with an examination of some of the key lessons we as educators can learn from it to be better educators for all.
Recommended Citation
McDaniel-Hall, Gloria and Weisling, Nina. (). Belonging as the Bedrock of Learning. i.e.: inquiry in education: Vol. 18: Iss. 1, Article 13.Retrieved from: https://digitalcommons.nl.edu/ie/vol18/iss1/13