As is tradition on this academic journey, it is the end of a quarter and time for reflection.
A Moment of Calm
View from my office as I write this part of this post
This has been an extremely busy quarter. After a gradual transition into my position at the University of Washington where I did not teach for the winter or spring quarters last year, this fall quarter has felt hectic. I am still learning how to take on less, how to align with my core, embodied knowledge that cultivating growth requires time and energy, and how to honor the realities of my own limitations. These are hard lessons to unlearn in an environment where there are always opportunities to do more and so many people whom I love and to whom am deeply committed.
All of this is true for me. All of it feels necessary. All of it does not, however, feel comfortable.
This morning, I am starting this post from my office, in a suite and building where (most) people haven’t arrived yet.
It is quiet.
I am taking in the silence.
I am reminding myself that although there are so many things to do, the things to be done, in this moment, are: to breathe, to reflect, to write, to be with all that this quarter has held.
Even though I will pause in 15 minutes for my first meeting, and return to this post later today or perhaps tomorrow, I can capture, treasure, hold, be in this moment.
Presence is a choice.
Moments of calm exist in times of busyness.
They are precious.
I am learning.
A Time of Grace
Photo of handwritten community agreements
This quarter, I taught a course that I created, that I would have wished for in my graduate school preparation. During this course, we used agreements from the Equity Center to ground our work. While all of these agreements were important and powerful, the one that became my mantra was, “Grace with ourselves. Grace with others.”
When we create new things, it requires grace.
When we transition in any form, it requires grace.
When we hold space for others, it requires grace.
I am someone for whom grace with others feels like second nature, but grace with myself can feel impossible.
Yet, this quarter has been a time where I have pushed myself to my limits. I have found myself apologizing multiple times for not being able to be the person I want to be, do (all) the things I want to do, or think deeply in ways that honor the importance of the ideas with which I engage.
I am constantly learning and unlearning.
It is a time that requires grace.
“I think often about the bounds and limits of my own ability to love, and how to constantly push to make space for more and more of humanity.” I wrote these words to a dear-student colleague who pushed me to grow this quarter in my course with her consistent attention to centering love and humanity. This is innately connected with the time of grace. If I am limited in my ability to love myself and to make space for my own humanity, I cannot expand the bounds of love for others.
A Season of Love
As I mentioned above, this quarter, I taught one of my “dream courses,” putting into praxis a course I wished to see in the world.
I did not know when I was in graduate school that being a teacher educator would become a core part of my professional identity (I didn’t even really know this when I started this blog 12 years ago!), but as it has become such, I have grown a deep love and respect for the nuanced complexities of teacher education. This love and respect undergirds my struggles with the ways that many brilliant, beautiful educators are tossed into the “deep end” of (preservice and/or inservice) teacher education without preparation to be teacher educators, often with the assumption that good teaching will equate with being a strong teacher educator.
This quarter, I had the privilege of co-constructing understandings of what it means to be teacher educators and to engage teachers in learning for justice, through pedagogies that honor our shared humanity, our community knowledge, and our unique lived experiences. Each class, particularly our in-person gatherings, felt like community spaces, where we could come, learn, and connect theory to practice, in a place that allowed for our full selves (and where there were cookies).
For our last class, I was able to learn from pairs/ small groups of these wonderful educators, as they taught and learned from one another. We closed class like I close many of our classes, sharing what we would take with us from this class and what we would leave behind, and taking with us a part of a web of yarn that symbolized our interconnectedness even as we move forward in the world.
This week, I read through students’ final portfolios. A theme I saw was the importance of love as a core practice in teaching and teacher education. Other themes like compassion, humanization, and relationality also came through. These stood alongside the importance of core theoretical frameworks, cohesion in professional development, and professional learning communities to promote growth.
I am reminded, as I end the quarter, that I belong, that I am seen, and that I have played an important role in the professional/ academic lives of this wonderful group of scholar-educators. This is love — to belong, to be seen, to contribute.
Anticipation of Joy
It has been an amazing quarter.
I have felt deeply connected to this place and to the people I am blessed to call my beloved community.
So much has been done.
And there is so much more to do.
I am holding tenderly the many tensions that have come up this quarter, unraveling them where there is give, unlearning where there is space, and simply holding where there is too much wound up to unravel in this moment.
I am letting go of things always being done in the exact way and timing that I have scripted out in my head. In doing so, I can make space for co-creation, evolution, and presence.
I am anticipating the end of this year and start of the next with much gratitude and joy.
This life is a tremendous gift and I am excited for what is to come.