Yvette Jackson
Yvette Jackson is internationally recognized for her work in assessing the learning potential of disenfranchised urban students. Her research is in literacy, gifted education, and the cognitive mediation theory of Reuven Feuerstein. She has applied her research to develop an integrated process to motivate and elicit potential in underachievers. This research was the basis for her design of the New York City Gifted Programs Framework when she was the director of gifted programs. As executive director of instruction and professional development for the New York City Board of Education, she led the development and implementation of the Comprehensive Education Plan, which optimizes the delivery of all core curriculum and support services in the public schools of New York City.
http://www.nuatc.org/yvette-jackson-ed-d/

Gloria Ladson-Billings
Gloria Ladson-Billings is the former Kellner Family Distinguished Professor of Urban Education in the Department of Curriculum and Instruction and faculty affiliate in the Department of Educational Policy Studies at the University of Wisconsin, Madison. She was the 2005-2006 president of the American Educational Research Association (AERA). Ladson-Billings’ research examines the pedagogical practices of teachers who are successful with African American students. She also investigates Critical Race Theory applications to education. She is the author of the critically acclaimed books The Dreamkeepers: Successful Teachers of African American Children and Crossing Over to Canaan: The Journey of New Teachers in Diverse Classrooms, and numerous journal articles and book chapters. She is the former editor of the American Educational Research Journal and a member of several editorial boards. Her work has won numerous scholarly awards including the H.I. Romnes Faculty Fellowship, the NAEd/Spencer Postdoctoral Fellowship, and the Palmer O. Johnson outstanding research award. During the 2003-2004 academic year, she was a fellow at the Center for Advanced Study in the Behavioral Sciences at Stanford University. In fall of 2004, she received the George and Louise Spindler Award from the Council on Anthropology and Education for significant and ongoing contributions to the field of educational anthropology. She holds honorary degrees from Umeå University (Umeå Sweden), University of Massachusetts-Lowell, the University of Alicante (Alicante, Spain), the Erickson Institute (Chicago), and Morgan State University (Baltimore).  She is a 2018 recipient of the AERA Distinguished Research Award, and she was elected to the American Academy of Arts & Sciences in 2018.
https://news.wisc.edu/gloria-ladson-billings-daring-to-dream-in-public/

Linda Darling-Hammond
Linda Darling-Hammond is the Charles E. Ducommun Professor of Education Emeritus at Stanford University and founding president of the Learning Policy Institute, created to provide high-quality research for policies that enable equitable and empowering education for each and every child. She is past president of the American Educational Research Association and author of more than 30 books and 600 other publications on educational quality and equity, including the award-winning book: The Flat World and Education: How America’s Commitment to Equity will Determine our Future. In 2006, she was named one of the nation’s ten most influential people affecting educational policy and in 2008, she directed the education policy transition team for President Obama. She was appointed President of the California State Board of Education in 2019.
https://learningpolicyinstitute.org/

Eric Cooper
Dr. Cooper is the President of the National Urban Alliance for Effective Education (NUA). He served in a similar position as Executive Director for the NUA at Columbia University’s Teachers College and as Adjunct Associate Professor for 7 years. Prior to this position, he was the Vice President for Inservice Training & Telecommunications for the Simon & Schuster Education Group. He has worked in the capacities of Associate Director of Program Development for the College Board, Administrative Assistant in the Office of Curriculum for the Boston Public Schools, and Director of a treatment center for emotionally disturbed students, in addition to working as a teacher, researcher, counselor, and Washington Fellow.

Additional professional activities include: producer of educational documentaries and talk shows; producer for the Public Broadcasting Service; congressional testimony for House committees; presentations for federal and state educational agencies; advisor to the International Reading Association, the National Assessment of Educational Progress (NAEP), the Editorial Advisory Board, and the Journal of Reading. Eric has been a member of the Select Committee in Educating Black Children; fund-raiser for the National Conference on Educating Black Children; chief advisor for the Thinking Skills Project, Macmillan Publishing Company; director of restructuring team for the Mt. Vernon Public Schools (NY); and has served on the advisory board of WGBH/PBS, Boston, MA. He was honored in 2005/2006 to speak at the prestigious Aspen Institute’s Ideas Festival along with participants such as: Colin & Alma Powell, Bill & Hillary Clinton, Supreme Court Justice Breyer, Brian Greene, Alan Greenspan, Katie Couric and many more.
www.nuatc.org

Kathlene Campbell
With an eye on transforming teacher preparation and building strong talent pipelines for P-12 education, Dr. Kathlene Holmes Campbell is the dean of the School of Education  at  the University of St. Thomas.

Dr. Campbell earned her bachelor’s and master’s degrees at the University of North Carolina at Chapel Hill and her doctorate from the University of Texas at Austin. She currently leads the clinically-oriented teacher preparation program with the National Center for Teacher Residencies, where she has worked with California State University campuses associated with the New Generation of Educators Initiative. She is also actively involved with the Society for Research on Educational Effectiveness. Prior to her current position, she spent seven years as a consultant with the National Urban Alliance for Effective Education, conducting professional development on effective, research-based instructional strategies for diverse student populations for public school systems in New York, New Jersey and Minnesota. At the university level, she has served as an instructor at the University of Texas and professor of education, director of preparation, and interim dean of education at Florida State College. She started her career as a public school teacher in Tampa, Fla., and then in Chapel Hill.
https://education.stthomas.edu/

Rev Hillstrom
Dr. Rev Hillstrom is one of this country’s foremost indigenous scholars leading systemic change for educational excellence and equity. Through the pillars of his CLEAR model (Culture, Learning, Equitable, Achievement and Responsive) he guides districts in generating the equity consciousness needed for conceptual, behavioral and structural transformation.

Dr. Rev Hillstrom’s undergraduate studies in Music and American Indian Studies at Augsburg University gave rise to his Masters’ studies at Bethel University in Ethnomusicology and eventually lead to a Doctorate in Teaching and Learning from the University of Minnesota. As a pedagogical innovator, Hillstrom’s approach to education connects his own indigenous worldview, artistic talents and intuitive insight with the intrinsic values of participants to create rich, professional learning experiences in responsive-pedagogy, addressing the varied learning styles, perspectives and assets of students of all races, ethnicities, genders, and socio-economic backgrounds so they are cultivated to be lifelong learners and leaders. From elementary to graduate school, Rev has shared his gifts, challenging students and teachers to grow in their understanding of who they are and what their relationship is with the world around them.

Denise Nessel
Denise Nessel, Ph.D., has diverse experience in education, having worked as a secondary English teacher, an elementary reading specialist, an instructor in reading clinics, a university professor, a central-office curriculum supervisor, and co-director of a privately-funded professional development project. Since 1980, Dr. Nessel has worked as an independent education consultant, conducting workshops for teachers and administrators in the U.S. and abroad while also serving as a consultant and writer for several education publishers. In addition, she has designed and overseen the production of interactive electronic educational programs, has advised the creators of an innovative educational television series, and has co-founded a software game design company.

Maria Sudduth
Maria Sudduth strongly believes in the promise of public education as the vehicle for equitable opportunities in the 21st Century. She is an educator with 30 years of experience, primarily working with underserved populations. Her areas of expertise are linguistically and culturally responsive pedagogy in emergent bilingual settings. Mrs. Sudduth taught in a rural elementary bilingual setting for 12 years. Ms. Sudduth joined the Bilingual Faculty at California State University, Chico in 2003. Her responsibilities included teaching research based bilingual instructional practices across content areas: Math, Language Arts, Social Studies and Science – K-12. She also was on the planning committee and taught in the Rural Teacher Residence program, in which she was responsible for teaching across content areas k-8 with a focus on English Language Development (English as a New Language), preparing pre-service candidates to teach in linguistically and culturally diverse settings. Currently Ms. Sudduth is a Senior Scholar and Regional Director for National Urban Alliance for Effective Education.

 Louise Lindsey
Louise Lindsay believes that trust is central to educational progress.  When working with both students and teachers, she begins by listening and building relationships.  She then supports learners as they challenge themselves to grow.

Ms. Lindsay brings a wealth of classroom experience to her work with the NUA.  After earning both undergraduate and graduate degrees at The College of Charleston, she began her career as a Social Studies teacher.  She then went on to teach Geography, English, Writing, Critical Thinking, and Math at secondary schools in Charleston, SC, Washington, DC, Chelsea, MA, and Newport News, VA.  She has also worked as Department Head and Lead Teacher, helping teachers to write and implement curriculum and sharing management and instructional strategies.

Cory McIntyre
Osseo Area Schools Superintendent Cory McIntyre is an experienced education leader who is passionate about creating a culture of academic and social-emotional excellence for each and every child, and closing racial and other educational gaps. He has served more than 20 years in education, and is well regarded for developing genuine, caring relationships and connections with students, families, employees, and community residents.  Superintendent McIntyre’s previous experience includes serving as an Assistant Superintendent in Anoka-Hennepin, and as Director of Student Services in North St. Paul-Maplewood-Oakdale, and in Hudson (WI), and Director of Special Education in Rochester (MN). He was the Assistant Director of Special Education in Auburn (WA) and a school psychologist in the Seattle, Washington area and in Blue Earth (MN). McIntyre earned his superintendent license from the University of Minnesota. He holds a master’s degree in education and a specialist certificate in school psychology, and a bachelor’s degree in psychology and biology.

Stefanie Rome
Stefanie B. Rome has been a member of the NUA family since 2003. She holds a Bachelor of Arts Degree in Communication Studies from the University of Kansas and earned her Master of Education degree from the University of Missouri-Columbia in Educational Leadership and Policy Analysis with Principal Certification. Stefanie is continuing her studies at MU, pursuing her Ph.D. in Educational Leadership and Policy Analysis. Her research interests include: Critical Race Theory, Black Feminist Epistemology and Social Justice Leadership Theory.

Tyler Merritt
I’m just a dude who wants to make you smile and love a little more.

Y’all out here trying to change the world! We see you! And you are beautiful!

Inspired by storytellers ranging from Chris Rock to Adam Duritz. Tyler has taken his experience in music and acting to create his own way of connecting people with love and humor.

Augusta Mann
Augusta Mann is recognized for her Touching the Spirit literacy skills workshops, demonstration lessons, and programs in practical teaching models for underperforming African American and other students. Touching the Spirit teaching strategies are designed to accelerate learning for students who need to achieve multiple years’ growth in a short period of time. Her many years as a successful classroom teacher, literacy professional development specialist, and manager of district and university-based staff development centers has inspired her work and led to the design of her Touching the Spirit intensified accelerated teaching strategies.
www.successfulteachers.com

Antonia Issa Lahera
Antonia Issa Lahera, Ed.D. has been an active member of the field of education since 1980. She has been a teacher in grades first through tenth, a staff developer and an administrator. Working under the highly successful urban superintendent Dr. Carl Cohn, Dr. Lahera led two very innovative programs. The first was a school for incoming ninth graders not promoted to their regular high school program, and the second a reconstituted school for students grades 4-8.

Currently Dr. Lahera is working in two areas of her passion. The first is university teaching in an urban-focused educational administration program, helping to prepare those who will lead urban schools. The second is working with 27 districts within Los Angeles County that have been targeted by the federal government as needing technical intervention and assistance. Moving change along, creating the conditions where everyone learns and excellence is the norm, and continuing the work at hand fills each and every day.

Dale Allender
Dale Allender, who has been an NUA educational mentor since 2010, is director of the National Council on Teachers of English – West (NCTEWest), which is housed at the University of California, Berkeley. NCTEWest is a regional division of NCTE, a professional association that focuses on improving the teaching and learning of English and the language arts. Allender established NCTEWest in 2003 to organize literacy research and policy events, pilot online-teacher education course tools and promote innovative literacy instruction. In addition, he teaches Urban Education in the college’s Graduate School of Education.

Allender also teaches at San Francisco State University, where he trains future high school educators to teach literacy across content areas. He earned his doctorate in education from the University of Queensland in Australia; he has a master’s degree in developmental reading from the University of Iowa.

One of his passions as a teacher and mentor is helping teachers develop a critical understanding of the challenges and the promise of teaching in urban settings, which to him means helping them incorporate good practices, research and innovations in the classroom. “What I enjoy about working with NUA is that it brings the scientific [brain-based research], educational and cultural together to improve the way teachers are teaching and students are learning,” Allender says.

Toby Emert
Toby Emert, Ph.D., studied English and theatre as an undergraduate at Longwood College and began his career in the classroom with Virginia Beach City Public Schools as an English and drama teacher. He later directed an award-winning high school forensics and debate team for a small private school, for which he was named Virginia’s Forensics Coach of the Year and an “Outstanding Educator” by the Governor’s School of Virginia. After completing a master’s degree in Educational Administration at The College of William and Mary, he moved to the university setting, joining the staff of the Career Exploration Center at the University of Texas at Austin. He also holds graduate degrees from the University of Tennessee and the University of Virginia.

His work at the university level has included faculty appointments at the University of Virginia, Kennesaw State University, and the University of Kentucky. He currently holds the position of Associate Professor and Chair of the Department of Education at Agnes Scott College, a small liberal arts college for women near Atlanta, Georgia, where he teaches courses in language and literature, the arts and education, educational technology, and radical pedagogies.

His research and writing focus on issues of equity and access to quality education for groups of students who have traditionally been underserved and marginalized in schools and classrooms. He studies the work of Brazilian theatre artist/activist Augusto Boal, who developed a system of drama-based structures to highlight and disrupt oppression: Theatre of the Oppressed (TO). Dr. Emert has served as the president of the Pedagogy and Theatre of the Oppressed (PTO) organization and has co-edited a collection of academic essays about TO titled, “Come Closer”: Critical Perspectives on Theatre of the Oppressed, with Dr. Ellie Friedland (Peter Lang, 2011).

He is committed to arts-infused pedagogy, and he has worked on a number of participatory action research projects with underachieving students for which the arts—specifically drama and digital storytelling—played prominent roles in engaging them with 21st century literacies.

Dawn Fedora
Dawn Fedora, M.Ed., is a career educator. Beginning as a fourth and fifth grade classroom teacher in a Minneapolis suburb for eight years, she also served as a gifted education specialist, a technology instructor, a literacy interventionist, an instructional coach, and a K-12 new teacher mentor.

During her years of working in the Minneapolis area, Ms. Fedora taught courses at Hamline University as an Adjunct Professor in both Authentic Assessment and Curriculum Differentiation. She currently is an adjunct professor in the School of Education at the University of St. Thomas, where she weaves together her dedication to literacy, for all, her lifelong love of children’s literature, and her passion for equity in the classroom and beyond.

Lisa Mer
Lisa Mer counts herself lucky to have taught in a district that engaged the services of the NUA many years ago. The beliefs and practices were transformational in the Eden Prairie, Minnesota district. As time went on, each school in the district had a part-time NUA coach and Lisa gladly took on that role at her middle school. The entire district was trained cohort by cohort and staff had common practices and language. This not only changed her own practice in her French classroom, but led to her becoming a full time instructional coach, sharing the learning with her staff one on one and in full staff professional development sessions.

Equity and social justice, in all its intersectionality, drives Lisa to seek out opportunities for inclusion and breaking down the -isms. One of Lisa’s passions is student voice. She has facilitated teachers and students coming together for learning to build relationships and help students rise to their potential. She is a SEED (Seeking Educational and Equity) facilitator and began a sexuality and gender alliance group for students. Lisa is a certified cognitive coach and employed those skills in q-comp work and working with new teachers and their mentors.

Ann Schwartz
Ann Schwartz, MAED, began her educational career in the financial services industry. There she was responsible for ensuring legal compliance of 13,000+ financial advisors. This involved leading and coaching a department of 50 compliance personnel, managing compliance systems and training the financial advisors and their leadership teams.

After 20 years in the financial services industry, Ms.Schwartz’s passion for teaching and coaching, along with her concern regarding equity in public schools, called her to serve. Ms. Schwartz made a career change to the public school system in 2002. Her 15-year career in education began with teaching high school and then middle school, language arts and social studies courses. After teaching for 10 years, Ms. Schwartz was encouraged by her leaders to be a peer coach. In her three years of coaching, she gained experience at the elementary level. Ms. Schwartz is currently an advocate for marginalized students, coaching and consulting staff in one of her district’s most diverse elementary schools. Ms. Schwartz is also a NUA Mentor and the current Regional NUA Project Director.

Kevin McGee
Kevin McGee has worn many hats over his professional years in education. These days Kevin is an Instructional Coach in Minnesota’s Eden Prairie School District, helping classroom teachers set culturally responsive academic and social goals for their students. He is also an adjunct instructor at Hamline University in St. Paul, teaching elementary reading methods with a focus on critical literacy. Lift up Kevin’s title as Instructional Coach and Hamline Instructor and you will see his deep tap root of experience and knowledge about teaching peace—and living it.

Kevin knows a great deal about creating cultures of peace in schools. Kevin is grounded in the ideals of Brazilian social justice educator, Paolo Freire and his book, Pedagogy of the Oppressed. Frere’s work with adult illiterate students helped him construct his view of “Critical Pedagogy,” that defines teaching, not as a neutral endeavor, but as an inherently political act that acknowledges social justice, democracy, and human rights are bound up in collaborative and active learning and teaching. This life-long, active, reflective, critical approach to learning eventually leads to the transformation of society. Freire writes in his Pedagogy of the Oppressed, “Problem-posing education affirms men and women as beings in the process of becoming.”

Robert Seth Price
Robert Seth Price is a senior scholar  with National Urban Alliance. Robert understands the power of lived stories. He collaborates with the student’s and participant’s voices as part of his integrative projects. He incorporates technology, art, and music into his teaching, trainings and collaborations. Robert’s Mobile Critical Thinking Tools for Equity in Learning and Teaching is currently used as a foundational practitioners guide in Redwood City. Current and previous collaborations include Thinking Foundation with research, case studies, and video documentation for visual tools; grass roots implementation of Thinking Schools Ethiopia and Thinking Design Healthcare Ethiopia; culturally relevant virtual learning focusing on ELA development with autonomous learners for Learning 1 to 1 Foundation;  teaching over ten years in K-5 urban schools and a public arts high school; adjunct professor for ELA and technology university courses; multiple amplifying student voice projects; and critical thinking training modules for textile workers.

More information on his current collaborations and previous experiences may be found on his website at www.eggplant.org.

Recent NUA collaborations:

• Redwood City Blog including Amplifying Student Voice video, virtual training, teacher interviews.
• Newark Public Schools Video of Amplifying Student Voice
• Mobile Critical Thinking Tools for Equity in Learning and Teaching Guide

Jesus Ramirez
My name is Jesus Ramirez and I am 44 years old. As a Brown Indigenous male working at Osseo Area Schools which has a majority of white administrators, I find that my voice is extremely important in the spaces where decisions are being made that will impact students of color. I work in the Department of educational equity as an Equity teacher and in this role, I can coach teachers on pedagogical strategies that are focused on being culturally responsive. In addition, I can offer my insight on racial consciousness development as it relates to education through the use of critical race theory. During my down time I sit on a fair housing committee for the city of Saint Paul and on two boards, one of which is geared towards Latino fathers as in a men’s support group. The other is a more general family support group with a focus on Latino families. I am also a passionate muralist/artist whose themes are usually along the lines of racial trauma. In The field of education my goal is to contribute to the success of all students but especially Latino students who have historically been overlooked. My undergrad was in education, K through 12 in the field of social studies. I am currently obtaining my Masters in education at Metro State University in the urban teacher program but much of my insight is derived from my own experiences as a Brown Latino male in the Los Angeles educational system where much of my trauma around education was experienced.

Andi Bodeau
During her 26 years in K-12 education Andi Bodeau has served in a variety of roles. She began her career as a high school social studies teacher and has also worked as a K-12 library media specialist and district technology integrationist specialist. In 2012 she received her Ed.S. degree in Leadership and Administration from the University of St. Thomas and for the past 5 years has been the Digital Learning & Instructional Media Coordinator for Osseo Area Schools. In a traditionally white male dominated field (edtech), her passion is to empower students to use technology as a tool to remove barriers to access and opportunity.

Tom Brandt
I’ve taught for 35 years in the Osseo Area School district. The majority of that time was at North View Junior High in Brooklyn Park, MN; the school I attended as a know-it-all adolescent.

In 2010 I began working as a district technology integration specialist, building relationships with teachers through exploring story, understanding feelings, appreciating strengths, and developing strategies. Oh yeah, these relationships sometimes involve integrating technology.

Joshua Fuchs
Joshua Fuchs has served in public education for 19 years, working at all three levels as a school administrator, and currently works for the Department of Educational Equity in Osseo Area Schools. Joshua helped to develop, write, and train staff on Osseo’s Equity Foundational Training 1.5. Earning a Master’s in Educational Leadership from UC-Berkeley in 2009 through the Principal Leadership Institute, Joshua has continually been an advocate for instructional equity in schools and districts in which he has served.

Jill Kind
Jill Kind has worked in public education for 23 years, including the last two in Osseo Area Schools as the Secondary Coordinator for Curriculum and Instruction. Prior to coming to Osseo, Jill was a high social studies teacher for 17 years and taught students receiving treatment for chemical dependency at Hazelden. Currently her work focuses on developing professional learning for teachers that is personalized and helps teachers amplify student voice.

Matt Leisen
Matt Leisen has worked for the Osseo Area Schools for 22 years as an English teacher, Instructional Coach, Staff Development and Assessment Specialist, and Content Lead. While much of his work takes him “out of the classroom,” he has maintained that classroom presence by continuing to teach part-time in addition to his other assignments. More recently he has humbly attempted to use his English, Mythology, and Speech classrooms as live-action models for integrating CLEAR pedagogy and culturally responsive teaching. “What I have learned, and what I have come to depend on, is to stop talking and just listen to my students and the colleagues and folks around me whose lived experiences are different than my own. I am forever indebted to them for their honesty and vulnerability. I could not be the teacher and professional I am today without them.”

Michelle Humphrey
My educational journey began in 2005, with my acceptance to the New York City Teaching Fellows program, as a Special Education Teacher. Back then, I knew little about teaching and systems – however I had hope, passion, a strong work ethic and an unwavering belief that all children have innate skills and abilities that deserve to be fostered through education. Since 2005, I have facilitated learning opportunities with both general and special education students in Brooklyn, Chicago and Minneapolis; in traditional school settings, charter schools and alternative school settings.

In 2012, I received my K-12 Principal and Director of Special Education administrative licenses, through the University of Minnesota, Twin Cities. Since then, I have had the opportunity to learn and serve in various leadership capacities, leading me to my current position as Student Services Coordinator with Osseo Area Schools. Throughout my entire educational journey, I have always served with one goal in mind – to be in a learning community that actively works to equalize educational opportunities and experiences for all children regardless of disability, race, ethnicity, socioeconomic status or zip code. I am humbled and honored to be a part of this journey with you.

Michelle Krelic
Growing up I always knew I wanted to be a teacher and some of my earliest memories are of playing school. Upon attaining my teaching license in special education, I worked in private schools for many years, but after I had my own children I realized that it was important for me to work in my community and six years ago I accepted a special education teaching position at Osseo Middle School which is when my real equity journey began. After teaching for 3 years, I became the Special Education Building Coordinator which is how I became involved with NUA as a district mediator. While in that role I have the privilege of supporting and influencing culturally relevant instructional strategies that amplify ALL student voice. I am fortunate to continue this work as the Student Services Literacy Staff Development Assessment Specialist. The focus of my work is supporting teachers as they implement tier 3 reading intervention and incorporate the CLEAR model. I thoroughly enjoyed serving as a mediator at the 2018 Summer Institute and am thrilled to be a part of it again this year!

Shana Kwatampora
Shana was a classroom teacher for 8 years, she has taught abroad, in North Minneapolis, and in Brooklyn Center prior to becoming an Equity Teacher with Osseo Public Schools. With a licence in Elementary Education, her focus has always been on increasing academic rigor and achievement through relationships and culturally responsive practices in and out of the classroom. She believes in accessing students funds of knowledge where they can show up authentically themselves at school and have their brilliance shine. In fall of 2019 she headed back to school as a student, working towards a Masters in English as a Second Language as she desired to build her own knowledge and skills around an asset-based approach to engaging and teaching Multilingual Learners. In her current role as an Equity Teacher she supports teachers and administrators in a variety of ways but her favorite part of her job has been collaborating and co-teaching or modeling lessons with CLEAR at the forefront. NUA easily fits into Shana’s teaching philosophy and practice and she is excited to share and be a resource during the institute and beyond!

Nuhu
I could speak about whatever accolades or experiences I have, however, I will lean on the ancestors and invoke Fanon.

“Nobody, neither leader nor rank-and-filer, can hold back the truth. The search for truth in local attitudes is a collective affair. Some are richer in experience, and elaborate their thought more rapidly, and in the past have been able to establish a greater number of mental links. But they ought to avoid riding roughshod over the people, for the success of the decision which is adopted depends upon the coordinated, conscious effort of the whole of the people. No one can get out of the situation scot free. Everyone will be butchered or tortured; and in the framework of the independent nation everyone will go hungry and everyone will suffer in the slump. The collective struggle presupposes collective responsibility at the base and collegiate responsibility at the top. Yes, everybody will have to be compromised in the fight for the common good. No one has clean hands; there are no innocents and no onlookers. We all have dirty hands; we are all soiling them in the swamps of our country and in the terrifying emptiness of our brains. Every onlooker is either a coward or a traitor” (Fanon, pg.199, 1963).

Hannah Storm
Hi there, my name is Hannah Storm and I am an Equity Teacher. I hold a belief that we, as educators, can do two things simultaneously: provide students with an opportunity to learn the skills / strategies they need to succeed, while also creating spaces and learning experiences reflective of justice-focused content that is meaningful and real to the students we serve. If we choose to NOT stand with and for the students and communities we serve, what are we REALLY communicating? I am looking forward to NUA this year!

Audra Stevenson
Coming soon…