To be an educator and a writer is to inhabit a rollercoaster world of hope; at times, you are filled with the excitement and power of possibilities, and at others, you are terrified of losing it.
During the Voices of Change fellowship, I not only grew as a writer but was also inspired by educators who gave me the gift of “freedom dreaming.” I’ve since sought opportunities to practice freedom dreaming daily in the classroom. Embedding joy and equity into the curriculum and building authentic relationships with students are my north stars. I refer to my students as family, and to highlight that, I have a banner with a quote by Gwendolyn Brooks on my door. It reads, “We are each other’s magnitude and bond.” I’ve placed photos of the students in my classes all around the banner.
I’ve also begun teaching world history. This class energizes me and makes me want to revolutionize and freedom-dream the way history is taught and explore people and stories that matter.” Facing History and Ourselves” and the “Remedial Herstory Project” have been instrumental in helping me find my way and voice as a history teacher.
Despite teaching a new subject that gives me joy, this particular school year has been one of the most emotionally exhausting and difficult for me. I live in Minneapolis, where our 2025-26 school year began with the mass shooting at Annunciation School, a community with close ties to my school. Then, in December, the havoc of ICE removing neighbors and family members from our communities began and culminated in the murders of Renée Good and Alex Pretti. On the hardest days, I held back tears as I tried to instruct my classes. The students and I were scared; our mental health was tested and we were often distracted by everything outside of our school.
I can’t help but feel that one of the first steps to legitimizing the brutal and dehumanizing treatment of Brown and Black people and those protesting against ICE was creating a narrative that DEI is antithetical to academic learning. However, as a Spanish and history teacher, I know that DEI pumps life into the themes and lessons I teach. I believe it is necessary to center women’s voices and Indigenous histories and to honor Black and Afrolatine lives in our curriculum, creating dynamic lessons with more complex, richer perspectives.
Most inspiring to me has been watching neighbors and friends rise up to protect the safety, integrity and heartbeat of our city as we experience the violence and injustice of ICE. Seeing the strength of my community motivates me to eliminate the idea that hope is lost and inspires me to do my part in the classroom.
The students and I work to banish the hate and inequity infiltrating our lives, and freedom dreaming has pushed me to channel the world I want to live in into the curriculum. For example, I built a lesson for my Spanish class entitled “In Times of Crisis, Humanitarian Help.” We learned about the devastation caused by Hurricane Melissa in many Caribbean countries, but focused on World Central Kitchen and humanitarian José Andrés’s work to restore people’s dignity and ability to live after natural disasters by preparing meals for them.
In world history, we spent longer than necessary on the Mauryan Empire and Ashoka’s legacy in Buddhism, highlighting principles of peace, nonviolence, and respect for all creation. One student told me this lesson made her strongly consider converting to Buddhism. For me, it is crucial for students to know that even though politics and society seem rife with conflict, it is possible to lead with peace, love and fierce empathy.
My life as a writer and educator has continued to evolve. After the fellowship, I earned a Pushcart Prize nomination for poetry in 2024. Receiving the Voices of Change fellowship and then the poetry honor gave me the confidence to apply for and receive a summer writers’ residency this year. I’m excited by the opportunity to continue exploring the part of me that wants to write about my experiences in and out of the classroom, no matter how challenging they may be.
Yet, after over 20 years of teaching, what’s remained constant is creating moments of joy, humor and connection in the classroom. Don’t get me wrong, we still build competencies — not just for school, but for life.
My goal is for each school day to be permeated by the unwritten hope of freedom dreaming, so that the students and I — and, by extension, our wider community — believe in the barrier-breaking power of unity and a world thriving on dignity and respect for all.
