Drawn in by Discomfort

Reflecting on my first action packed week at Unquowa, including visits to at least 5 different classrooms in addition to 9 different sections of art class, I am struck by the notion of being uncomfortable with some aspects my experience so far, while simultaneously understanding that this is what I want in a school. I am excited by what could it mean to work in school where you don’t agree with every tradition. Or where there are a few moments a day where you experience discomfort of some kind. And where you can tell that openness to change is on the school’s mind. For me I knew immediately what it meant: that I can contribute. And I can learn. Discomfort is something we ask of our students daily – as teachers we should make it a daily practice of our own.

Coming from a school with far fewer traditional elements such as grades, uniforms, and last name basis, and with much more obvious engagement with diversity, inclusion and other social justice issues, it’s hard not to compare. And I’ve certainly felt uncomfortable. But it’s also excitingly clear that this is a school, to which, my background, identity and interests would bring something new. I’ve already had conversations with members of a newly formed diversity committee, discussed with fellow teachers the inclusion of The Pledge of Allegence in assembly, and listened to students as young as 3rd grade discussing their favorite political candidates in the upcoming election. Despite an occasional feeling of discomfort, I am excited by the obvious opportunities to engage the students in ideas of race, gender, cultural appropriation as well as collaboration, teamwork and problem solving skills.

As a teachers and mentors we also hope to encourage open-mindedness and curiosity not just for subject matter but for problem solving – hopefully problem solving that will one day expand beyond the walls of the school. The school’s motto: Cura Futuri Nobis – The Future is in Our Care has got me thinking about the incredible opportunity to care for such young minds. I’ve always been drawn to middle schoolers and now I’m reminded of what I have been studying for years regarding their development – this is a critical age for identity formation. This is the age at which their opinions start to become independent of their parents and where developmental changes spark growth in the mind and body. The opportunity to work with an experienced mentor, a variety of ages and the potential to collaborate with other teachers to integrate subjects feels like an incredible way to engage the discomfort of something unfamiliar.

-Ky