Voices of Change Writing Fellowship

My identity as a Kanaka Maoli (Native Hawaiian) educator is interwoven into everything I do. I approach my teaching practices with the same cultural values that drive me. Care for the land. Love for my people. Vision for my community. My obligation is to provide my students with the space to grow into the authentic leaders of their community and to use my privilege as the teacher in the room to empower them to share their own unique narratives.” -Kelli Kauakanilehua Adams on identity and teaching

Growing up, I learned firsthand how school can be unsafe for LGBTQIA+ students like me. As a teacher, I learned about how I can use my experience in the classroom to advocate for more inclusive learning environments for all students. Numerous states are introducing bans on transgender students participating in sports or accessing healthcare, and we need teachers to stand up for their rights and dignity.” -Geoffrey Carlisle on identity and teaching

There is no singular approach to ensuring people feel valued and seen. When working with students and staff, acknowledging each individual’s race, ethnicity and gender is interwoven into my daily practice. This means highlighting the excellence and achievements of our ancestors and calling out white privilege. I have moved away from letting the elephant sit in the room to slaying the elephant when it interferes with establishing an environment that is equitable and inclusive.”-Deitra Colquitt on identity and teaching

In my teaching practice I aim to approach identity as determined, or defined, by the individual. For both colleagues and students, it is important to me that their identities are defined through their experiences, perspectives, passions—the things that guide them through the world daily. Identity goes beyond race or sexuality, and it is always the goal to give space to explore what that means to each person I engage with in my work.” -Aisha Douglas on identity and teaching

I approach identity by engaging with it directly in the classroom. As I tell my students, our lived experiences influence the way we see the world as scientists. Those lived experiences allow us to understand problems we see in our communities in unique ways, and are a vital part of how we understand our role in addressing them.” -César Martín Moreno on identity and teaching

During my first few years in the classroom, I found that many of my students’ identities carried the same value systems and similar ways of knowing and being as my own. Leaning into my own identity as a biracial Hunkpapa Lakota woman has led to teaching and learning practices that often clash with the status quo, but make more sense for the students, families and communities I serve. Honoring and affirming my own identity, and those of the learners I work with, allows me to create more equitable learning opportunities.” -Helen Thomas on identity and teaching