Takeaways From: Rethinking Schools #2

Talking Points: 

“Teachers have been on the frontlines of building the struggle against ICE’s expanding cruelty. This should come as no surprise because an essential part of being an educator is caring about our students’ lives and the communities we serve.” (p.6) This quote stood out to me because it highlights how teaching goes far beyond delivering content. Educators are constantly putting their students first, often becoming advocates and voices for them when they have no one else. However, it also makes me think about the pressure placed on teachers. There is already so much emotional and mental exhaustion throughout the school year. Teaching is not something you can simply “clock out” of; it stays with you. I find myself thinking about my students constantly, even outside of school, hoping they are safe, cared for, and supported.

In the article LA Educators vs ICE, it argues that students cannot learn if they do not feel safe, which is completely true. “What matters as much as any credential or subject expertise is the human element of teaching.”  (p.10) This made me reflect on what the “human element” of teaching truly means. In my opinion, it includes care, empathy, curiosity, and creating a sense of comfort. Students who are living in fear, especially fear of being separated from their families, are unable to experience these elements. Without safety, learning cannot happen, which reinforces how critical it is for schools to be supportive and safe environments.

In the article, Recipes For Resistance, I really appreciated how it emphasized creating spaces of joy, even in difficult circumstances. It quotes, “Resistance can be home-made; its manifesto — a sacred recipe.” (p.17) Classrooms should be places where students feel safe, supported, and able to experience joy. While resistance is not easy, this idea suggests that it can be built through small, intentional actions. No student should have to face the level of fear and cruelty described in these articles, and educators play a role in pushing back against that reality. 

Overall Argument: These articles argues that educators must go beyond traditional teaching roles to actively create safe, supportive environments and advocate for students who are experiencing fear and injustice.

Connections:

While reading these articles, I kept thinking about the documentary Precious Knowledge, where teachers put their jobs and careers on the line to support their students. It is concerning that over 15 years later, educators are still facing similar challenges and continuing to advocate for their students in powerful ways. These readings also connect to the idea that teaching is deeply rooted in relationships and humanity, not just curriculum. Educators are responsible for fostering environments of safety, empathy, and belonging.

I also reflected on my own school community, which is very diverse. Reading these articles made me realize that I may not always be fully aware of what my students are experiencing outside of the classroom. The thought that my own students could be facing similar fears is unsettling, and it pushes me to become more aware and involved. It also connects to our teach-out project, which is meant to raise awareness about important issues within our own communities. These articles reinforce the importance of not only being informed, but also taking action when possible.