“By the end of class, students expressed how their minds had changed over the course of the lecture. Their perceptions of science had changed from being an unquestioned positive force for improving society to seeing science as a force shaped by the values that society holds.”
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“Being able to connect with my students on multiple levels is not something that I take for granted. I appreciate the opportunity to not only teach material that I am passionate about to a group of Black young women, but also the chance to engage in professional and personal development.”
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It has been an extraordinary pleasure to “return” to The Natural State – a land in which I was born 30+ years ago but have never lived – to teach (and learn) with a talented group of curious and inquisitive students. This experience has reaffirmed the passion I have for the field of African Studies, and has endowed me with sincere gratitude to teachers worldwide in the very challenging task of creating a lesson that expands knowledge and induces critical thinking while remaining engaging.
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“Our students have been developing a “sociological imagination” and learning to see their own stories as part of a bigger story about this country and its past.”
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“I’m grateful for the rare opportunity to teach by integrating the social and natural sciences….”
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“I taught at the Rosedale Freedom Project in the summer of 2016, and I am thrilled to be back. Why? Rosedale students think outside the box. They engage with difficult questions. They consider unorthodox readings of iconic works. They make me reexamine my own beliefs and interpretations.”
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In the first week of “‘how dare you care about yourself?’: Black Women Poets in the U.S,” students learned that the history of Black women poets in the U.S. is rich and centuries old.
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I am unsure of where to start, and so I begin somewhere at my “beginning” when I was a much-needed recipient of a teacher’s love and support, which continues to be a motivating factor for my desire to work with our youth and a vital resource for the strength and power I access regularly. I hope you will be patient and take this journey with me as it will shed some light on one I hope you will embark on one summer very soon.
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Since returning from Eudora, I have been asked the same question over and over again: “Did you enjoy your teaching program this summer?” Once the question lands, my mind runs through the same thought process every single time.
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FROM LEARNING TO TEACHING BUSINESS AND ENTREPRENEURSHIP
Five weeks ago on May 24, we graduated from Harvard Business School with the Class of 2018. We moved out of our apartments and headed to Jackson, Mississippi for a weeklong training with Freedom Summer Collegiate. After training we drove to Meridian, Mississippi to teach a month-long summer class on Business and Entrepreneurship to high school students at the Meridian Freedom Project.
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"Artificial Intelligence" at Sunflower explores what AI is, how AI works, what AI is being used to do in the world, and what effects it is having on our society. All of these important questions can be explored more meaningfully when you know how computer programs work. As such, Week Two was all about introducing students to "how programmers think."
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This week, we played a game that mimicked real conditions students may face in the labor market-- lack of bargaining power, wage theft, the profit motive, or competition from other workers.
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Today, Sunflower’s Freedom Fellows in the ‘How we React to Music’ class tackled an exploration of multi-sensory adjectives. Our goal was to seize upon parts of language that would let us more clearly describe how music affects us.
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"As I get ready to return to the Rosedale Freedom Project next summer, it is time again to make a syllabus. In many ways, the task does not get much easier-- it is always an equally exciting and frustrating challenge to cram your favorite ideas into four weeks. Still, in addition to guidance from the Freedom Summer Collegiate team, there are a few things I wish I knew last year . . .
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"...when students took a moment to defer judgment of the texts and their characters, they showed an open-minded willingness to approach their own attitudes, which felt so natural, intimate, and central to their sense of self, with some critical distance."
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"I want to shout that success in our program can’t, of course, be measured by 3-week changes in ACT scores. Instead we hope it shows in college retentions and graduations a few years from now, in the courses and disciplines our students might engage that they wouldn’t have otherwise, in the college essay my 10th graders will write 2 years from now. But in opting for exposure (and not demanding understanding, ownership, and proficiency across the board), have I served the kids?"
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