By unapologetically coming into spaces, being ourselves and still using slang, showing a different perception of what it means to be a teacher, it switches the trajectory of what students can do with their own lives.
During the COVID-19 pandemic, she and Shorewood High School Principal Melyssa Stone worked to get more books in kids' hands when schools closed. This work was part of Shoreline's Black Voices initiative, an effort they helped to spearhead before the pandemic.
Child Care Aware and Cultivate Learning and their respective teams of coaches, researchers and data collectors had ideas on rethinking the program. They also saw an opportunity to review and rework what might be duplicative across teams.
What if instead of maximizing claims and capital as the goal, we imagined other possibilities? Having enough is important, and my enough is tied to the community around me. Three undergraduate programs were designed to offer alternatives to a claiming approach to knowledge.
University of Washington’s Banks Center for Educational Justice research assistants Alayna Eagle Shield, Jazmen Moore and Doua Kha are anchored by their fierce dedication to their communities.
Members of the fifth cohort are Apolonio Pablo Hernandez, Ari Hock, Susan Hou, James King, Yale Quan, Palmy Chomchat Silarat, Kiana Smith and Chengmiao Xu.
CEL's work with student experience in central Washington is proving first-hand how leveraging student voice and belonging can create more equitable leadership practices and educational systems with improved outcomes for all students.
Today, Google announced it will give $400,000 to the University of Washington (UW) College of Education’s Secondary Teacher Education Program (STEP) Computer Science (CS)
Alumna Jennifer Macias Morris (MIT in Elementary Education, 2015) has been selected by the U.S.
Her arthritic hands sorted the cherries as she spoke about dreams to her daughter, Henedina Tavares. These dreams didn’t involve back-breaking physical work or living paycheck to paycheck.