by: Ji Ho (Geo) Yang, PHD Candidate at the University of Washington
This summer, I was blessed to have one of my fellow teachers from Chicago visit me in Seattle. During his visit, my colleague talked about his career goals, current experiences teaching, his recently founded organization, Tie Tuesday Foundation, and his passion for his community. That passion is his bedrock, grounding his accomplishments and work. I have immense respect, admiration, and gratitude for him as a person, teacher, and community leader. Our time together also helped me reflect on how integral our teachers are to our larger community. Teachers bring their dreams, passion, and capacity to their school community for their students. Rain or shine, through heartaches and pain, they do their best to serve our youth and families. In this blog post, I will express my gratitude and admiration for the teachers I have served with, including platforming some of their projects and goals.
Mr. Jackson’s organization, Tie Tuesday, supports young Black boys in the greater Chatham area of Chicago by providing them with mentoring resources focused on key areas such as health, community service, and academics. Tie Tuesday is embedded in principles of pro-Blackness via its vision, mission, and leadership. The organization has its roots in his classroom as a program within his school, which was beyond his duties as a classroom teacher. In addition to his commitment to his students in his classroom, he has been continuing his learning and development and graduated with his administrative degree and license. Along the way, he inspired others in his building to follow his professional development journey. He has accomplished his goals as he continued to teach and contribute to the same school where he started his career, through changes in his school community (e.g. teachers coming and going, new administrations); and through so many life twists.
Ms. Robinson has also been a devoted member of her community through her involvement in church and community organizing. For one, she is supporting Mr. Jackson and Tie Tuesday as one of its founding board members. Her commitment to Tie Tuesday is reflective of not just her passion and dedication to Black Chicago youth but also how instrumental she is to many of her teacher colleagues (including me) in mentorship, professional support, and social networking. She also is known for creating and supporting fundraisers for local youth. Recently, she supported her sorority’s nonprofit (AKA), The Monarch Awards Foundation of Alpha Kappa Alpha-Xi Nu Omega Chapter. The Foundation raised money for scholarships supporting Chicago high school students entering college. Her expansive social network, deep roots in the community, and passion for youth are key assets that make her a tremendous teacher and community organizer. She has recently graduated with her administrative degree and license and has moved into a principal position. Like Mr. Jackson and so many others, Ms. Robinson has engaged in community advocacy work, mentoring, and self-development while she was teaching youth full-time.
Mr. Lovejoy has been an integral part of the development of a newly started high school from its beginnings. Beginning with the incoming 9th graders, he followed them all through their 4-year high school journey and imprinting his passions and expertise in math pedagogy into the fabric of the school. All the while, he was developing an esports team and community for his students. His team and club have brought people across the school community and the greater local community together to support gaming passions, culture, and positivity for their students. This school-based movement has also brought many resources and opportunities into the school, from computers and furniture to community leaders and models, and events and networking opportunities to his school and students. Similarly to Ms. Robinson and Mr. Jackson, Mr. Lovejoy has graduated with his administration license and degree while teaching students, leading his colleagues, and organizing the esports team/club.
The depth of community organizing, advocacy, and commitment of our teachers is truly astonishing! There are so many other awesome teachers I want to share about their experiences, work, and passion, but that could be a whole series of blog posts (this post could have been all about Mr. Jackson). In the meantime, some quick shoutouts! Ms. Rhyne and Ms. Sabbath, have been part of their school’s primary grade teachers for over a decade and have put immense care into cultivating our young learners. Similarly, Ms. Miller and Ms. Mac are also crucial members of their school and teacher community! Shoutouts to Ms. Collins and Ms. O’Neal for their dedication to their school community, families, and most importantly youths. Ms. Dillard has recently retired after an immense and long career in serving her local community and being an intergenerational connector within the school community. Similarly, Ms. Randall and Ms. Newton have served their school for so many years, for so many families and generations of young people. These teachers have brought so much stability and care to their schools, particularly during difficult periods such as budget and resourcing issues, school closures, community violence, etc. Students and families may not be able to rely on the greater city to always serve them responsively, but they can often rely on their teachers.
Also have to give flowers to Ms. Dowell, Mr. Martinez, Ms. Georgiou, and Mr. Dyer. All of whom are teachers I have personally worked with and whom I have immense respect and admiration for. Many of the teachers in this shoutout have also served as union representatives for their school buildings and colleagues, which is a difficult duty both politically and as workload. All of these teachers have served in various leadership capacities in their schools, such as culture and climate, building leadership, or specific pedagogy leadership teams.
All of our teachers mentioned here primarily serve Black and Latine/o students. Their teaching, leadership, professional development, and organizing encompass what they bring to their classroom, school, and students. These “assets” are part of their work in providing their students with educational access, opportunities, and resources. In many ways, their assets are key factors in making education more equitable or responsive for their students in the face of school systems that are historically and institutionally inequitable and unresponsive. Without the protective barriers these teachers create through their various capacities, their schools would not be as community-orientated, and their students and families would not be served in the same manner.
For how special these teachers are to my teaching career and educational journey, they are representative of the passion, expertise, and dedication of teachers at large. Our teachers have endured many obstacles in their work for their community and youth. From worldwide pandemics to national reckoning calling for racial justice to school closures and budget constraints and administrative turnovers to difficult youth needs, our teachers have been a steadfast force of positivity in our communities. Our teachers make education happen regardless of the circumstances. To the educators in my life, Southeast Seattle teachers, and teachers everywhere, the world is a better place with you, thank you!
Please check out the Tie Tuesday Foundation, Inc via the linked website. My limited and short experience with SESEC has shown me the work, dedication, vision, and passion required to run and sustain a community-based organization focused on advocacy and education. The early journey of Tie Tuesday Foundation and Mr. Jackson’s commitment to the community has shown me what is needed to get a CBO off the ground and make your community dreams a reality. Any interest in Tie Tuesday Foundation and/or SESEC is tremendously appreciated.
References
Kinloch, V., Penn, C., & Burkhard, T. (2020). Black lives matter: Storying, identities, and counternarratives. Journal of Literacy Research, 52(4), 382-405.
Wynter-Hoyte, K., Braden, E., Boutte, G., Long, S., & Muller, M. (2022). Identifying anti-Blackness and committing to Pro-Blackness in early literacy pedagogy and research: A guide for child care settings, schools, teacher preparation programs, and researchers. Journal of Early Childhood Literacy, 22(4), 565-591.