I had been on the lookout for your book to land in my mailbox and when it finally arrived on Halloween it felt like a real gift! I, of course, dug in immediately.
I started yesterday evening and finished this morning. I read with pencil in hand, underlining as I went, nodding in so many spots, feeling your pain while at the same time acknowledging my distance from the conditions and circumstances you describe. Like you, I read a lot, and teacher narratives that grab me the way yours did are few and far between in my experience. You are fully real on every single page and I didn’t know how much I needed that.
Early on you talk about offering your students mirrors and windows in their reading diet and also how you encouraged them to begin using this frame by first analyzing images. Perhaps it was the way you walked me, as a reader and teacher of a very different subject, through your process, but something in your presentation got me closer to thinking about mirrors and windows for myself. So once I finished and began looking at my notes in the margins I drew up this list:
Of course there are several points where you provide me a mirror, yet the most captivating aspects in reading Same As It Never Was lay in the windows you provided: the many exchanges with students and colleagues, the truth telling about systems, the careful sharing of your students’ perspectives – for these I feel deeply grateful. I’ve never taught in (or attended) a public school, my teaching career has been spent primarily in a well appointed international school among a largely European and white North American faculty and student body. That said, I am the daughter of a public school educator and a Black woman. I live in the distance and my history is bound up in the inequities of a racialized American society.
You tell one story of an 8th grader who poses a remarkable question: “How does hope unfold?” Like you I am struck by the power and depth of the query itself, the way it turns hope into a process rather than a mythical object we can hope to attain. It made me think of how often authors of color are asked to reveal where they find or seek hope, only to find themselves in that familiar trap of appeasing a mostly white audience with a kind of balm or actually telling the truth. The notion of hope as something in which we as individuals and communities have agency, can build and sustain, emerges as a welcome perspective shift. In several instances you allow the brilliance and generosity of your students to take center stage, to shine and warm. As a reader and fellow educator, I dream of adding to that unfolding of hope, even when; especially when it seems a very hard endeavor.
There are several instances when you voice disappointments and faults in things you did or said. You are deeply critical of yourself and do not shy away from naming your mistakes. Even if we as educators can usually afford to grant ourselves a little more grace, I benefited from your mistakes mainly because you showed us your work. You put on paper what you learned and did (or will do) differently. We see that despite the years of experience, doubt still exists, reservations are never entirely absent. That seems important in a stirring teacher narrative. We encounter you as entirely human, as someone capable of misjudgment, reflection and who also corrects himself. Publicly, in front of students.
I really want teachers to read your story and see how much potential there is for change, growth, recovery and also joy in this field we’ve chosen. Our kids deserve so much better than what we are delivering. The “OK, boomer” sentiment makes perfect sense to me. Our young people are not wrong. They are getting the short end of every stick we extend to them. Being with them and for them in these years of crumbling democratic institutions is among the most important work we can do.
I am humbled by your example and believe we all have so much to learn from you, your students and colleagues. Thank you for putting your community’s stories in my path. I am changed for having read them.
Gregory Michie, Same As It Never Was: Notes on a Teacher’s Return to the Classroom, New York, Teachers College Press 2019.