The Unbelievable Journey to a ‘Blue Biography’ in Educational Thinkers

The upcoming Palgrave Handbook of Educational Thinkers evokes a deep sense of connection with the lineage of educators and thinkers who have sculpted the contours of educational discourse and practice from antiquity onward. The roster of thinkers, whose work spans the spectrum of educational thought and action, represents a mosaic of visions and voices that have collectively pushed the boundaries of what education can and should be.

At this pivotal moment in education, as we stand shoulder to shoulder with community members, educators, and activists, the tapestry of our shared efforts in educational research and policy unfolds before us—a rich mosaic of struggle, perseverance, and breakthroughs. It is with a deep sense of humility and shared pride that I acknowledge the inclusion of my biography in “The Palgrave Handbook of Educational Thinkers,” alongside the scholars who have profoundly shaped the discourse on education. This recognition is not a personal accolade, instead it represents a profound tribute to the collective spirit and dedication of all with who I have tirelessly worked to forge paths towards a transformative educational landscape. This moment, resplendent with the echoes of our united endeavors, stands as a testament to the power of community-driven change and the indomitable will to shape a more equitable and just future in education.

The list of these thinkers, as featured in the handbook, reads as a roll call of transformative influence and enduring legacy:

Section I. Antiquity to 1200 
1. Peter Abélard  
2. Aristotle  
3. Buddha  
4. Cicero  
5. Confucius

6. Horace  
7. Isocrates  
8. Plato  
9. Plutarch  
10. Pythagoras 
11. Seneca  
12. Socrates  
13. St. Augustine 

14. Thucydides  
15. Virgil  
16. Hipparchia 
17. Akka Mahadevi  
18. Gargi Vachaknavi 
19. Hypatia  
20. Hildegarde of Bingen 

Section II. 1200 – 1900


1. Rodolphus Agricola  
2. Louisa May Alcott  
3. Thomas Aquinas  
4. Matthew Arnold  
5. Robert Ascham  
6. Francis Bacon  
7. Louis Braille  
8. John Calvin  
9. John Amos Comenius  
10. Gabriel Compayre  
11. Charles Darwin  
12. Eugenio Maria De Hostos  
13. Michel de Montaigne  
14. Charles Dickens  
15. Thomas Elyot  
16. Ralph Waldo Emerson  
17. Desiderius Erasmus  
18. Johann Gotlieb Fichte  
19. August Herman Francke  
20. Benjamin Franklin  
21. Valentin Friedland  
22. Fredric Froebel  
23. Nikolai Frederick Grundtvig  
24. Francois Guizot  
25. Valentin Hauy  
26. Georg Wilhelm 
27. Johann Friedrick Herbart  
28. Thomas Jefferson  
29. Immanuel Kant  
30. Arthur F. Leah  
31. John Locke  
32. Ignatius Loyola  
33. Martin Luther 34. Horace Mann  
35. Phillip Melanchthon  
36. John Stuart Mill  
37. Richard Mulcaster  
38. John Henry Newman  
39. Friedrich Nietzsche  
40. Robert Owen 

41. Johann Heinrich Pestalozzi  
42. Wolfgang Ratke  
43. Charles Rollin 
44. Jean Jacques Rousseau  
45. John Ruskin  
46. Egerton Ryerson  
47. Herbert Spencer 48. Johannes Strum  
49. Juan Luis Vives  
50. Wilhelm Von Humboldt 
51. John Wesley  
52. Mary Wollstonecraft 

Section III. 1900 – 1970 

1. Jane Addams  
2. Hannah Arendt  
3. Margaret Bancroft  
4. Alfred Binet  
5. Benjamin Bloom  
6. Harry Broudy  
7. Jerome Bruner  
8. Martin Buber  
9. Cyril Lodovic Burt  
10. Noam Chomsky  
11. Lawrence A Cremin  
12. John Dewey  
13. Donalda Dickie  
14. WEB Dubois  
15. Emile Durkheim  
16. M.K. Gandhi  
17. Antonio Gramsci  
18. Kurt Hahn  
19. Martin Heidigger  
20. Susan Isaacs  
21. Emile Jaques-Dalcroze  
22. Anna Julia Haywood Cooper 23. Bel Kaufman  
24. 22. Helen Keller  
25. Clark Kerr  
26. Melanie Klein  
27. Janusz Korczak  
28. Charlotte Mason  
29. Maria Montessori  
30. A.S. Neill  
31. Michael Oakeshott  
32. Jean Piaget 
33. Carl Rogers  
34. Bertrand Russell  
35. Edward Said  
36. Joseph Schwab  
37. BF Skinner. 
38. Rudolf Steiner  
39. Rabindranath Tagore  
40. Ralph Winifrid Tyler  
41. Lev Semyonovich Vygotsky  
42. Booker T. Washington  
43. Max Weber 

43. Simone Weil  
44. Ludwig Wittgensten  
45. Jose Ortega Y Gasset  
46. Howard Zinn 

Section IV. 1970 – Current 

1. Cami Anderson  
2. Josh Angrist  
3. Michael W. Apple 
4. James A. Banks  
5. David C. Berliner  
6. Jo Boaler  
7. Derek Curtis Bok 
8. Pierre Bordieux  
9. Geoffrey Canada  
10. Raj Chetty  
11. David Coleman  
12. David Cooperrider 
13. Linda Darling-Hammond  
14. Edward De Bono  
15. Jeff Duncan-Andrade  
16. Angela Duckworth  
17. Nell K. Duke 
18. Greg J. Duncan 

19. Carol Dweck  
20. Richard Elmore  
21. Michel Foucaut  
22. Paulo Freire  
23. Howard Gardner  
24. Henry Giroux  
25. Gene V. Glass  
26. John I. Goodlad  
27. Bryan Goodwin  
28. Maxine Greene  
29. Erin Gruewell  
30. Eric Hanushek 
31. Shaun R. Harper  
32. Clara Hemphill  
33. Frederick Hess  
34. John Holt  
35. bell hooks  
36. Ivan Illich  
37. Baruti Kafele  
38. Salman Kahn  
39. Lawrence Kohlberg  
40. Gloria Ladson-Billings 

41. Zeus Leonardo  
42. Dennis Littky  
43. Bettina Love  
44. Angela Maiers  
45. Jane Roland Martin 
46. Robert J. Marzano  
47. Deborah Meier 
48. Rich Milner  
49. Sugata Mitra  
50. Michael Grahame Moore  
51. Richard J. Murnane  
52. Nel Noddings 
53. Pedro Noguera  
54. Martha Nussbaum  
55. Julius Nyrere  
56. Gary Orfield  
57. R.S. Peters  
58. Robert C. Pianta  
59. Diane Ravitch  
60. Sean F. Reardon  
61. Joeseph Renzulli  
62. Sir Ken Robinson  
63. Pasi Sahlberg  
64. Seymour B. Sarason  
65. Lee S. Schulman 
66. Jack Pl Shonkoff 
67. Theodore Sizer  
68. Robert E. Slavin  
69. Catherine Snow

70. William G. Tierney  
71. Carol A. Tomlinson  
72. Beverly Tatum  
73. Virginia Uribe  
74. Paul Wehman  
75. Daniel Willingham  
76. Patrick J. Wolf

 77. Yong Zhao  
78. Estela Bensimon  
79. Sara Lawrence-Lightfoot  
80. Adrianna Caesar

81. Julian Vasquez Heilig

Each name on this list represents a chapter in the ongoing story of educational evolution—a story marked by challenges, innovations, and insights that have, in their own unique ways, reshaped the landscape of learning and teaching.

Embarking on a journey of influence and transformation within the field of education, my path has been indelibly marked by the profound insights and contributions of several key figures from the “The Palgrave Handbook of Educational Thinkers.” Their work, transcending mere academic discourse, has served as both a compass and a challenge, urging me to delve deeper, question harder, and strive for a more equitable education landscape.

I hope you can share in what I have learned from them.

David C. Berliner

In weaving the narrative of our collective journey within the educational sphere, it’s paramount to acknowledge the profound influence and mentorship of David C. Berliner. His guidance has been a beacon during significant milestones, notably as I transitioned into the deanship, a period marked by both opportunity and challenge. My initial collaboration with Berliner on the National Board for Professional Teaching Standards (NBPTS) research advisory board laid the foundation for a mentorship that would significantly shape my approach to educational leadership and policy. I vividly recall an instance when visiting Diane Ravitch’s home, spotting Berliner’s seminal work, “Manufactured Crisis,” in her library. Capturing this moment in a photo and sharing it with him, his response, “it’s about time,” encapsulated his characteristic wit and wisdom.

Berliner’s mentorship extended into crucial moments of professional development; when I sought his endorsement while navigating the job market, his support was both affirming and invaluable. His ability to dissect the complexities of educational psychology and critique the sociopolitical dimensions of educational assessment with precision has deeply informed my understanding. More than just a guide, Berliner has championed a compassionate and realistic approach to educational evaluation, emphasizing the importance of acknowledging the diverse needs and potentials of students. This philosophy has not only influenced my research and policy work but also reinforced my dedication to fostering educational environments that are inclusive, equitable, and attuned to the unique journeys of all learners.

Pierre Bourdieu

Pierre Bourdieu’s sociological theories, particularly his concepts of cultural capital and habitus, have not only enriched my academic perspective but have also played a prominent role in my scholarship. His work has been instrumental in shaping my approach to exploring the deeply entrenched inequalities within educational systems. This influence is particularly evident in the collaborative work I conducted with Dr. Richard Reddick while at the University of Texas at Austin, where we delved into the dynamics of mentoring.

His scholarship also culminated in a significant publication in the Teacher College Record, entitled “Understanding the Interaction Between High-Stakes Graduation Tests and English Learners.” This piece, among others, reflects Bourdieu’s profound impact on my thinking and research. His insights into how social and cultural capital operate within educational contexts have provided a critical framework for analyzing the challenges and barriers faced by marginalized communities. By applying Bourdieu’s theories, our work has critically examined the social constructs that govern educational success and access, particularly highlighting how systemic inequities impact English Learners in the context of high-stakes testing. Through this and other scholarly endeavors, Bourdieu’s concepts have been pivotal in guiding my efforts to dismantle barriers to quality education and advocate for policies and practices that recognize and address the diverse needs of all students.

Linda Darling-Hammond

Linda Darling-Hammond’s role in my academic and professional journey has been foundational, stretching far beyond her remarkable research and advocacy for educational reform. As my dissertation chair at Stanford University, she not only guided my scholarly pursuits but also profoundly influenced my trajectory in the field of education. My initial encounter with her at a Stanford picnic was a turning point; her invitation to discuss the Texas testing and accountability system, especially in light of my experiences in the Houston Independent School District, marked the beginning of a mentorship and collaboration that has deeply impacted my work.

Darling-Hammond’s keen interest in my background and insights into the Texas education system was both affirming and inspiring. Her encouragement to explore these issues further within the context of my dissertation research opened up new avenues for critical inquiry and advocacy. Her guidance was instrumental in honing my focus on equity and justice in education, particularly regarding the implications of testing and accountability policies on diverse learning communities.

Throughout my doctoral studies and beyond, Darling-Hammond’s mentorship extended beyond academic advising to embody a genuine commitment to nurturing my growth as a researcher, educator, and advocate. Her comprehensive understanding of what constitutes effective teaching and her unwavering dedication to educational equity have deeply informed my research agenda and policy advocacy. Under her tutelage, I delved into complex issues surrounding teacher education, educational policy, and reform, with a particular emphasis on how these areas intersect with equity and access for all students.

Darling-Hammond’s influence is evident in my ongoing efforts to champion policies that support professional development, resource equity, and innovative instructional strategies. Her pioneering work on teacher education and her advocacy for systemic reform continue to inspire my commitment to creating more inclusive, equitable educational environments. Her mentorship has been a guiding light, shaping my approach to research and advocacy and instilling in me a profound sense of responsibility to contribute to meaningful change in education.

Reflecting on our relationship, it’s clear that Linda’s impact transcends the academic; she has been a mentor in the truest sense, challenging me to think deeply, act boldly, and persistently pursue justice in education. Our collaboration and her mentorship have been pivotal in shaping my career and my resolve to address the systemic inequities that plague our educational systems.

Shaun R. Harper

Shaun R. Harper’s influence on my academic and professional life extends beyond the inspiration drawn from his groundbreaking work on race and equity in education. His commitment to highlighting the strengths and challenges faced by underrepresented students has profoundly shaped my approach to addressing racial disparities in education. This dedication has been a cornerstone of my own work, driving me to advocate for an educational system that truly champions diversity, equity, and inclusion.

However, Harper’s impact on my career is also deeply personal and speaks volumes about the kind of scholar and person he is. During a critical juncture in my academic journey, as I was navigating the complex tenure process at the University of Texas at Austin, I found myself in a precarious situation. With only a week until the deadline, my department chair had not yet requested letters for my tenure file from outside reviewers—a crucial step in the review process at UT. Amidst this uncertainty, Shaun Harper stepped up in a way I will never forget. Without hesitation, he offered to write a letter for my tenure file, demonstrating an incredible act of collegiality and support. Although he ultimately wasn’t asked to submit the letter, his willingness to assist me in that moment of need left an indelible mark on my heart and reinforced my belief in the power of solidarity within the academic community.

This act of support was more than just a gesture of professional courtesy; it was a testament to Harper’s character and his genuine commitment to supporting fellow scholars. I am forever grateful for his readiness to aid me, which not only helped me navigate a challenging moment in my career but also strengthened my resolve to pay it forward by supporting others in their academic and professional endeavors. Harper’s willingness to step up during my tenure process is a poignant reminder of the importance of mentorship, solidarity, and community within academia. It underscores the profound impact that acts of kindness and support can have on an individual’s career and the broader academic landscape.

Frederick Hess

Frederick Hess’s role in the realm of education policy and reform has indeed been thought-provoking, challenging me to scrutinize the wider implications of policy decisions on the educational landscape. However, my interactions with Hess and the attempt to forge a professional relationship have revealed the complexities and nuances inherent in the field of education policy. After inviting Hess to speak on a presidential panel at the American Educational Research Association (see photo above), which was a testament to my respect for his contributions and insights, I was subsequently invited to participate in the American Enterprise Institute (AEI) education policy conversations in Washington, D.C. This opportunity represented a potential avenue for dialogue and collaboration across ideological divides, reflecting my belief in the importance of engaging with diverse viewpoints to enrich understanding and foster comprehensive policy solutions.

Despite the promise of these engagements, the collaboration ultimately did not materialize as hoped. My outspoken views on AEI’s policies, their funders, and the broader implications of their advocated reforms led to my being disinvited from their events. While this outcome was disappointing, it was understandable given the often polarized nature of education policy discourse. This experience underscored the challenges of navigating professional relationships within the complex ecosystem of education policy, where divergent views and values can both enrich debate and create barriers to collaboration.

In reflecting on this episode, it’s clear that while not all attempts at collaboration will succeed, the importance of engaging with a range of perspectives remains paramount. The dialogue between differing viewpoints is crucial for the evolution of education policy and practice. Although my professional relationship with Hess and AEI did not evolve, the experience has reinforced my commitment to advocating for policies that I believe are in the best interest of students and educators, and to remaining open to dialogue and debate as essential components of policy development and reform.

bell hooks

As the Diversity Themes Semester Coordinator for University Housing at the University of Michigan, I had the unparalleled opportunity to meet bell hooks during my undergraduate years. This meeting wasn’t just a simple introduction; it was an intimate dinner where I could converse with her directly, an experience that remains one of the most cherished memories of my life. Her transformative thoughts on pedagogy, race, and gender, alongside her advocacy for an emancipatory education rooted in love and justice, have profoundly shaped many academic and personal worldviews. hooks’ ability to articulate the complexities of identity within educational and societal contexts provided me with invaluable insights that have continuously guided my efforts to promote a liberating education for all students.

Reflecting on this pivotal encounter, I can’t help but feel a sense of regret for not seizing a subsequent opportunity to reconnect with her. While serving as Dean at the University of Kentucky, I was tantalizingly close to Berea, where bell hooks resided later in her life. Despite the geographic proximity and my deep admiration for her work, I never made the journey to visit her before her passing. This missed opportunity to engage further with one of the most influential thinkers of our time is a regret that lingers with me. Nonetheless, the memory of our initial meeting and the impact of her work continue to inspire my endeavors in education, reminding me of the power of transformative pedagogy and the importance of striving for equity and justice in all educational practices.

Gloria Ladson-Billings

My admiration for Gloria Ladson-Billings and her groundbreaking work on culturally relevant pedagogy and Critical Race Theory (CRT) has been a constant throughout my academic and professional journey. Since encountering her seminal CRT piece, I have considered myself a fanboy, deeply influenced by her insights into the critical role of culture in education. Ladson-Billings’ emphasis on recognizing and valuing students’ cultural backgrounds to promote academic success and critical consciousness has not only informed my research but has also profoundly shaped my approach to teaching and policy advocacy.

Over the years, I have had the good fortune to cross paths with Gloria Ladson-Billings on several occasions. Each encounter has been a memorable moment, further solidifying my respect and admiration for her work and her person. She has graciously acquiesced to my requests for selfies, moments I cherish as tangible reminders of the impact her work has had on my professional path. These encounters, albeit brief, have been incredibly meaningful to me, offering me snapshots of time with one of the most influential figures in the field of education.

Her work on culturally responsive teaching practices has underscored for me the importance of validating and affirming the diverse cultures of all students. This perspective has been pivotal in guiding my efforts to create more inclusive, equitable educational environments that recognize and celebrate the rich tapestry of student backgrounds and experiences. Gloria Ladson-Billings’ contributions to the field of education continue to inspire and challenge educators and researchers alike to strive for a more just and equitable educational system.

Bettina Love

Bettina Love’s advocacy for an abolitionist approach to education, urging us to envision an educational system rooted in equity, love, and liberation, has significantly impacted my perspective on educational reform and practice. Her innovative work challenges traditional paradigms and encourages a reimagining of what education can be, emphasizing the need to dismantle oppressive structures within our educational systems.

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My admiration for her work was further deepened by a memorable encounter at the last International Urban Conference on Education in Cancun. I had the incredible opportunity to spend an afternoon by the pool with Bettina Love and her partner, engaging in enriching discussions about urban education and policy. The conversation flowed effortlessly, covering a range of topics that are central to both of our work, and offering me invaluable insights into the intersections of education, equity, and policy. This experience was not only intellectually stimulating but also a delightful affirmation of the shared commitment and passion we have for transformative education.

During our time together, Bettina shared insights about her then-upcoming book, “Punished for Dreaming,” which I eagerly anticipated. Her ability to articulate the challenges and possibilities in education with such clarity and passion is truly inspiring. Engaging with her in such an intimate setting, discussing the intricacies of urban education and the potential for policy to enact meaningful change, was an unforgettable experience that has further fueled my commitment to educational equity and reform.

Bettina Love’s work and our poolside conversation in Cancun serve as a powerful reminder of the critical role educators and policymakers play in shaping the future of education. It reinforces the importance of pursuing a vision of education that is not only inclusive and equitable but also liberatory, ensuring that all students are empowered to dream and achieve without the constraints of systemic oppression.

Rich Milner

Rich Milner’s focus on urban education and the challenges faced by African American students has been pivotal in shaping my approach to educational equity. Milner’s dedication to addressing the systemic inequities that impact marginalized students has reinforced my commitment to developing educational policies and practices that are grounded in justice and inclusivity.

Pedro Noguera

Pedro Noguera’s extensive research on the impact of social and economic conditions on education has provided me with a nuanced understanding of the complexities surrounding educational equity. His work emphasizes the importance of addressing the broader societal factors that influence educational outcomes, guiding my efforts to advocate for comprehensive reforms that address these root causes.

Gary Orfield

When I applied to Harvard for my doctoral degree, one of my primary motivations was the opportunity to work with Gary Orfield. His pioneering research on desegregation, civil rights, and education policy had already left a significant mark on my academic interests and aspirations. I vividly remember watching him on CNN in the 1990s and thinking to myself that I wanted to emulate Gary Orfield’s impactful career. His ability to blend rigorous academic research with active engagement in public policy debates was exactly what I aspired to achieve.

During my visit to Harvard, as I was weighing the decision between attending there or Stanford for my Ph.D., Gary Orfield graciously met with me. Our discussion about his work, his perspectives on educational equity, and the civil rights implications of education policy deeply influenced my decision-making process. Although I ultimately chose Stanford, that conversation with Orfield had a profound impact on my academic trajectory.

Since that time, I have dedicated a significant portion of my research to building upon the foundation that Orfield laid, particularly in the area of school segregation. For example, our charter school segregation paper was a direct update to the work he had been doing on segregation for quite some time. This effort to continue and expand upon Orfield’s research is a testament to the lasting influence of his work on my own scholarly pursuits.

Beyond the academic realm, I’ve also greatly enjoyed interacting with Gary on Facebook. These interactions have provided me with valuable insights and continued inspiration. As I reflect on the impact Gary Orfield has had on my career and on the field of education policy at large, I am filled with gratitude for his guidance and mentorship, even from afar. My best wishes extend to him and his family, hoping for their health and well-being. Gary Orfield’s commitment to equity and justice in education continues to inspire not only my work but also the work of countless other scholars and practitioners striving to make education a force for equality and civil rights.

Diane Ravitch

Back in 2014, Diane Ravitch extended an invitation that would mark a significant milestone in my professional life. She invited me to her home in Brooklyn to discuss the formation of a new organization aimed at championing public education. This gathering led to the creation of the Network for Public Education (NPE), and it is an honor to say I am a founding board member. Being part of NPE’s inception and witnessing its growth and impact has been a profound experience, underscoring the collective power of advocacy and research in shaping the discourse around public education.

The opportunity to discuss research produced by NPE at a recent congressional hearing on charter schools was a pivotal moment. It allowed me to contribute to important national conversations about education policy, bringing evidence-based research to the forefront of legislative discussions. This moment was not just a personal achievement but a testament to the important work NPE is doing in the education sector.

My relationship with Diane Ravitch has been one of the most cherished aspects of my professional journey. Diane is truly a gem in the field of education—a brilliant mind and a passionate advocate for public education whose shift from advocate to critic of certain educational policies has inspired many, including myself, to adopt a more critical and evidence-based approach to educational reform. Her readiness to engage, whether through a text or a call, has been invaluable. Diane’s mentorship and support have played a crucial role in my development as an educator, researcher, and advocate. Her unwavering commitment to public education and her mentorship have deeply influenced my work, reinforcing the importance of grounded, evidence-based approaches to educational reform and advocacy.

Sean Reardon

Sean F. Reardon’s research on socioeconomic inequality and its impact on educational achievement has been important to my academic journey, particularly highlighting the urgent issue of income disparity in educational outcomes. HIs work is often covered in the media and the meticulous analysis and insights have been invaluable to my research agenda, propelling me to delve deeply into the policies that can mitigate socioeconomic inequities within the educational system.

I am especially appreciative of Reardon’s role as one of my dissertation committee members. His guidance throughout my doctoral research was not only instrumental in shaping my academic focus but also provided me with a profound understanding of the complexities surrounding education and inequality. His expertise in the field of educational inequality provided me with a solid foundation upon which I could build my research, offering critical feedback that challenged and refined my thinking.

Reardon’s commitment to addressing the multifaceted nature of educational disparities, combined with his willingness to serve on my dissertation committee, has left a lasting impact on my work and my approach to educational policy. His mentorship during this critical phase of my academic career has been a source of inspiration, motivating me to pursue rigorous, impactful research that seeks to understand and address the root causes of educational inequity. I am deeply grateful for his insight and support, which have been instrumental in my development as a scholar committed to fostering equity and justice in education.

The work of these thinkers has not only influenced my research and scholarship but also shaped my vision for what education can and should be. Their contributions serve as a constant reminder of the power of education to transform lives and societies. As I continue on this journey, their insights and innovations remain a guiding light, challenging me to contribute to an educational legacy that is as rich, diverse, and impactful as the one they have created.

Navigating Challenges and Celebrating Milestones

Yet, this honor—being counted among such esteemed colleagues in “The Palgrave Handbook of Educational Thinkers”—is not an accolade. It is a reflective moment that underscores the urgency and the enormity of the work that lies ahead. The challenges confronting our educational systems are multifaceted and persistent, from widening inequities to systemic barriers that thwart the potential of countless learners.

My inclusion in this prestigious handbook is a clarion call to redouble my efforts, to push further into the realms of research, policy, and practice that can make a difference in the lives of students and educators alike. It is a reminder of the responsibility that accompanies recognition: to strive for greater impact, to engage more deeply with communities, and to contribute to the ongoing dialogue that shapes the future of education.

Looking Ahead with Hope and Determination

As I ponder the road ahead, I am filled with a sense of purpose and a recognition of the collective endeavor that educational transformation requires. This moment, as humbling as it is exhilarating, is but a waypoint on a journey that extends far beyond the pages of any book.

The legacy of the thinkers who have shaped our understanding of education is a mosaic of ideas, challenges, and achievements. As my work takes its place within this vibrant tapestry, I am reminded that the quest for educational equity and excellence is an ever-evolving narrative, one that demands our best efforts, our most innovative ideas, and our unwavering commitment.

To conclude, my thoughts wander back to the blue books of my 5th-grade classroom library. Those biographies of Americans like Thomas Jefferson and George Washington Carver were not just books; they were windows to worlds of possibility, narratives that inspired my young mind to dream beyond the confines of the present. Little did I know that one day, a “blue biography” bearing my name would find its place in education, chronicling a journey in the expansive field of educational equity and leadership. I am reminded of the responsibility that accompanies any recognition. It is a call to continue the work with even greater fervor, to collaborate with peers across the globe, and to contribute to the rich legacy of educational thought and practice that each name on this list represents. Together, we are part of a continuum of commitment to the betterment of educational systems and the lives of learners everywhere. This moment, as humbling as it is exhilarating, reinforces my resolve to forge ahead, inspired by the giants upon whose shoulders we stand.

A Crucial Conversation on Education: Tune in to Upcoming Congressional Testimony

As the landscape of education continues to evolve, the conversation around education remains at the forefront of policy and public debate. It’s a topic that touches on the core of our values about education, equity, and the right of every child to a quality education. On Wednesday, March 6, 2024, at 10:15 a.m. EST, I will have the honor of contributing to this vital conversation based on my decades of scholarly inquiry as I testify before the House Committee on Education and the Workforce’s Subcommittee on Early Childhood, Elementary, and Secondary Education. The hearing, titled “Proven Results: Highlighting the Benefits of Charter Schools for Students and Families,” promises to be a pivotal moment in our ongoing dialogue about the role of school choice in our education system.

Why This Matters

The hearing is set against the backdrop of increasing debates over the efficacy, equity, and future direction of charter schools in America. As scholar of educational equity and reform, I plan to delve into my publications and research on the complexities of charter school policies, their impacts on communities of color, and the broader implications for public education across the country. This is more than just an academic discussion; it’s about the lives and futures of millions of students.

The Power of Engagement

I firmly believe in the power of informed dialogue and community engagement in shaping the future of education. That’s why I am extending an invitation to you, my readers, to join this crucial conversation. The hearing will be open to the public and live-streamed on the Committee’s website, allowing for broad participation and access. I encourage educators, parents, students, and anyone interested in the future of our education system to tune in and hear the perspectives being shared.

What to Expect

During the hearing, I will share insights from my research and experience, highlighting the nuanced realities of charter schools and their varied impact on different communities. You can expect a very candid discussion about the challenges of charter schools, including issues of access, equity, accountability, and the role of choice in public education. Moreover, the hearing will feature a diverse panel of experts, each bringing unique viewpoints to the table, facilitating an engaging discussion on the subject.

How You Can Participate

Your voice and engagement are crucial. Here’s how you can be part of this important event:

  • Watch the Live Stream: Visit the Committee’s website at https://edworkforce.house.gov to watch the hearing live.
  • Get Involved in the Conversation: Use social media platforms to discuss the hearing using #CharterSchoolsHearing2024. Share your thoughts, questions, and insights.
  • Stay Informed: After the hearing, I will share a detailed blog post on Cloaking Inequity, reflecting on the testimony and outlining next steps in our collective journey towards educational equity.

This hearing is a vital opportunity for all of us to engage with and influence the conversation on education policy. By coming together, listening, and sharing our diverse perspectives, we can work towards an educational system that truly serves all its students. I look forward to your participation and to continuing this important dialogue with you.

– Julian Vasquez Heilig

School Choice Scholarship

FIRST AND SINGLE AUTHORED ARTICLES IN PROFESSIONAL JOURNALS (*REFEREED/PEER-REVIEWED)

Vasquez Heilig. J., Brewer, J. and Williams, Y. (2019). Choice without inclusion?: Comparing the intensity of racial segregation in charters and public schools at the local, state and national levels. Journal of Education Sciences, 9(3), 1-17.*  

Vasquez Heilig, J. & Clark, B. (2018). New insights and directions: Considering the impact of charter school attributes on communities of color, Journal of Transformative Leadership and Policy Studies, 7(1), 3-9.*  

Vasquez Heilig, J. (2013). Reframing the refrain: Choice as a Civil Rights issue. Texas Education Review. 1(1), 83-94.* 

Vasquez Heilig, J., Williams, A., McNeil, L & Lee, C. (2011). Is choice a panacea? An analysis of black secondary student attrition from KIPP, other private charters and urban districts. Berkeley Review of Education, 2(2), 153-178.* 

FIRST AND CO-AUTHORED ARTICLES IN LAW REVIEWS

Vasquez Heilig, J., Nelson, S., & Kronzer, M. (2018). Does the African American need separate charter schools? Law & Inequality: A Journal of Theory and Practice, 36(2), 247-267. 

Vasquez Heilig, J. Holme, J., LeClair, A. V., Redd, L., & Ward, D. (2016). Separate and unequal?: The problematic segregation of special populations in charter schools relative to traditional public schools. Stanford Law & Policy Review, 27(2), 251-293. 

CO-AUTHORED ARTICLES IN PROFESSIONAL JOURNALS (*REFEREED/PEERREVIEWED)

Portales, J., & Vasquez Heilig, J. (2015). Understanding universal vouchers and urban public schools in Santiago de Chile: Educational administrators’ responses to choice. Multidisciplinary Journal of Educational Research, 5(2), 194-237.*  

Portales, J. & Vasquez-Heilig, J. (2014). Understanding how universal vouchers have impacted urban school districts’ enrollment in Chile. Education Policy Analysis Archives, 22(68). Retrieved from http://epaa.asu.edu/ojs/article/view/1427/1314*

BOOK CHAPTERS

Vasquez Heilig, J. (2021). Scrutinizing the school choice Equity Ethos for Black parents. In D. Berliner & C. Hermanns (Eds.), Public Education: The Cornerstone of American Democracy, (pp. XX-XX). New York, NY: Teachers College Press. 

Vasquez Heilig, J,. Brewer, T.J. & White, T. (2018). What Instead?: Reframing the debate about charter schools, Teach For America, and testing. In R. Ahlquist, P. Gorski and T. Montano (Eds.), Assault on Kids and Teachers: Countering privatization, deficit ideologies and standardization of U.S. schools, (pp. 201-217) New York: Peter Lang. 

HANDBOOKS

Vasquez Heilig. J., Brewer, J. & Adamson, F. (2019). The politics of market-based school choice research: A comingling of ideology, methods and funding, In M. Berends, A. Primus and M. Springer (Eds.) Handbook of Research on School Choice, 2nd (pp. 335-350). New York, NY: Routledge.* 

EDUCATION POLICY REPORTS, BRIEFS, AND FIELD PUBLICATIONS

Vasquez Heilig, J. (2018). NEPC Review: “Bigger Bang, Fewer Bucks?” (University of Arkansas Department of Education Reform, February 2018). Boulder, CO: National Education Policy Center.

Vasquez Heilig, J., LeClair, A.V., Lemke, M., & McMurrey, A. (2014). Remarkable or poppycock?: Lessons from school voucher research and data. Austin, TX: Texas Center for Education Policy, University of Texas at Austin.  

Vasquez Heilig, J. & Portales. (2012). Are vouchers a panacea?: Data from international implementation.Austin, TX: The Institute for Urban Policy Research and Analysis, University of Texas at Austin.  

School Choice Scholarship Descriptions

  •  FIRST AND SINGLE AUTHORED ARTICLES IN PROFESSIONAL JOURNALS (*REFEREED/PEER-REVIEWED)
  • Choice without inclusion? (2019) by Vasquez Heilig, J., Brewer, J., and Williams, Y. explores the extent of racial segregation in charter versus public schools across various geographies. This study critically examines whether school choice leads to inclusive educational environments or exacerbates segregation. 
  •  New insights and directions (2018) by Vasquez Heilig, J., & Clark, B. analyzes the impact of charter school policies on communities of color, offering a nuanced look at how these schools affect diverse populations and suggesting pathways for creating more equitable educational opportunities. 
  •  Reframing the refrain: Choice as a Civil Rights issue (2013) by Vasquez Heilig, J. argues that school choice should be viewed through a civil rights lens, challenging the notion that choice inherently leads to better outcomes for marginalized communities and calling for a reevaluation of choice policies.
  •  Is choice a panacea? (2011) by Vasquez Heilig, J., Williams, A., McNeil, L., & Lee, C. scrutinizes the effectiveness of charter schools and KIPP programs, particularly focusing on attrition rates among black students, questioning the efficacy of choice as an educational reform strategy. 
  • CO-AUTHORED ARTICLES IN PROFESSIONAL JOURNALS (*REFEREED/PEERREVIEWED) 
  •  Understanding universal vouchers and urban public schools in Santiago de Chile (2015) by Portales, J., & Vasquez Heilig, J. investigates the response of educational administrators to school choice in the context of Santiago, Chile, providing insights into the global implications of voucher systems. 
  •  Understanding how universal vouchers have impacted urban school districts’ enrollment in Chile (2014) by Portales, J. & Vasquez-Heilig, J. examines the effects of voucher systems on school enrollment patterns in Chile, offering a comprehensive look at the consequences of market-based educational reforms. 
  •  FIRST AND CO-AUTHORED ARTICLES IN LAW REVIEWS 
  •  Does the African American need separate charter schools? (2018) by Vasquez Heilig, J., Nelson, S., & Kronzer, M. critically examines the proposition of African American-specific charter schools as a solution to educational disparities, analyzing the legal, social, and educational implications.
  •  Separate and unequal? (2016) by Vasquez Heilig, J., Holme, J., LeClair, A. V., Redd, L., & Ward, D. delves into the segregation issues within charter schools, comparing them to traditional public schools and highlighting the challenges special populations face in these environments. 
  •  BOOK CHAPTERS 
  •  Scrutinizing the school choice Equity Ethos for Black parents (2021) by Vasquez Heilig, J. critiques the equity claims of school choice advocates, focusing on the experiences and perspectives of Black parents navigating these systems. 
  •  What Instead?: Reframing the debate about charter schools, Teach For America, and testing (2018) by Vasquez Heilig, J., Brewer, T.J., & White, T. challenges mainstream narratives around educational reform, proposing alternative frameworks that prioritize equity and inclusion. 
  •  HANDBOOKS 
  •  The politics of market-based school choice research (2019) by Vasquez Heilig, J., Brewer, J., & Adamson, F. critically examines the intersection of ideology, methodology, and funding in school choice research, unpacking the complexities behind the push for market-based reforms. 
  •  EDUCATION POLICY REPORTS, BRIEFS, AND FIELD PUBLICATIONS 
  •  NEPC Review: “Bigger Bang, Fewer Bucks?” (2018) by Vasquez Heilig, J. offers a critical analysis of a report promoting the cost-effectiveness of charter schools, disputing the underlying assumptions and methodologies that charter schools are more cost effective than neighborhood public schools.
  •  Remarkable or poppycock?: Lessons from school voucher research and data (2014) by Vasquez Heilig, J., LeClair, A.V., Lemke, M., & McMurrey, A. debunks common myths about the effectiveness of school vouchers, providing a data-driven critique of voucher policies. 
  •  Are vouchers a panacea?: Data from international implementation (2012) by Vasquez Heilig, J. & Portales. explores the global impact of voucher systems on educational equity, drawing lessons from various countries’ experiences with school choice.

Equity in Action: High-Stakes Testing and Accountability townhall on Tuesday 3/5/24

Allen Weeks sent this along:

Austin Voices, as part of a week of “Equity in Action” themed events, is hosting an amazing virtual panel on March 5th from noon to 1:30 pm to discuss where we are going with high-stakes testing and accountability, both in Texas and nationwide. After almost 30 years of investment in the current accountability framework, many are questioning the results while wondering what alternatives are available to continue to try to build equitable opportunities for all.

The panel includes . . . 

Dr. Julian Vasquez Heilig (Western Michigan University)

Dr. Linda Darling-Hammond (President and CEO, Learning Policy Institute)

John Tanner (Founder and Executive Director, BravEd)

Brenda Calderon (U.S. Department of Education, Office of Elementary and Secondary Education)

The format of the 90 minute webinar will be a “Town Hall,” with time for panelists to answer questions and discuss together, as well as time to answer questions received through the chat. With the Texas legislative session less than a year away, now is the time to begin formulating ideas for changes to our current system.

Registration is required. Click here to register and receive the zoom link.

https://docs.google.com/forms/d/e/1FAIpQLSea998-HYJPfXo7cknvbOhwHnDepb_LoQ1HhNnikyqpzhJ0xA/viewform

In the meantime, please take a look at the good work done by Raise Your Hand Texas last year as they spoke with over 15,000 Texans about their ideas around testing and accountability. https://www.raiseyourhandtexas.org/advancing-public-education/our-advocacy-campaigns/measure-what-matters/

If you’d like to dig deeply into the mechanics of how tests are put together, please read this recent article by John Tanner: https://www.brave-ed.com/_files/ugd/524369_06b52d96d17846f2b365abc7086947f5.pdf

Thanks! Spread the word about these events. #education #politics #publicpolicy #highereducation

Have you been here?: Navigating Uncharted Life Waters

Have you been here? On the journey of the river of life, I find myself at a pivotal moment that’s both strange and intriguing. The call for retrospectives on my work and contributions has become a recurring theme, a notion that stirs a mix of emotions within me. Despite not having crossed the half-century mark, it feels as though I’m being prompted to pause and look back on the path I’ve traversed, even as I continue to forge ahead.

The Premature Call for Reflection

The concept of retrospection, particularly at a juncture where my career is still marked by its vibrancy and progression, presents a daunting prospect. There’s an underlying implication that perhaps I’ve reached the zenith of the life river. Yet, I view my journey as a journey with untapped vistas and unexplored territories. The idea of discussing alumni awards, interviewing for a biography, and being asked to provide historical insights into past policy work seems akin to premature legacy-building, a notion I grapple with when there are still so many miles left to journey.

This moment in my career has prompted me to contemplate the essence of legacy and the timing of its acknowledgment. It’s led me to question, when is the right time to look back to the bend and curves of life that have been traversed? And more importantly, what does this retrospection mean for the journey that still lies ahead?

Challenges as Gateways to Excellence

Upon deeper reflection, however, I’ve begun to view these requests not as a gentle nudge toward the exit but as valuable opportunities to pause and appreciate the view from this unique vantage point. Each challenge encountered throughout my life has served as a opportunity to excellence, transforming what could be perceived as barriers into stepping stones towards impact for communities. This moment of retrospection allows me to acknowledge the hurdles we’ve overcome and the dreams achieved.

In the early days of my career, the challenges seemed insurmountable, from navigating the complexities of educational policy in Texas to advocating for systemic change within higher education. Yet, each obstacle navigated, each barrier broken, has not only shaped my path but also deepened my resolve.

The Drive for Impact and Service

My career has been propelled by a relentless drive for community impact, guided by a deep-seated commitment to serve. Whether through policy research, academic contributions, or mentorship of students, the cornerstone of my work has been to make a meaningful difference. Being asked to reflect on these endeavors provides a chance to reaffirm this commitment and ponder how to further amplify our impact.

This drive for impact has not been without its trials. The landscape of educational policy is fraught with fact free views and monetary interests. Yet, it is within this complexity that I have found my greatest purpose and my most significant opportunities for service. The quest for equity, access, and justice within education has been a north star, guiding my research, my teaching, and my leadership.

Recognition and Its Role

The honor of being recognized among the top 0.1% of influential education scholars on the Rick Hess EdWeek list once more in 2024 is both humbling and motivating. This accolade acknowledges not just past achievements but also the potential for continued influence within the field. It serves as a potent reminder that the work we do extends far beyond academic circles, impacting real-world policies and the lives of learners everywhere.

I view challenges as opportunities for excellence, not barriers. I seek to embrace the drive for impact and a commitment to serve.

This recognition serves as a moment of introspection. It prompts me to consider the breadth of human impact and the legacy of scholarly contributions. The acknowledgment from peers and the broader educational community is a testament to the collaborative nature of our work and the collective effort to drive forward the mission of equitable and accessible education for all.

Looking Forward with Purpose

As I engage in this introspective exercise, I’m reminded that the journey of impact is far from complete. New challenges await, fresh insights to be gained, and more opportunities to serve loom on the horizon. The requests for retrospectives, rather than marking an endpoint, signify the impact of our work has had thus far and serve as an impetus to ponder how I can continue to contribute to the field of education.

The path ahead is rich with potential for further exploration and discovery. The evolving landscape of education, marked by technological advancements like AI, ongoing culture wars in education, and the ongoing struggle for equity and inclusivity in curriculum, offers new frontiers for research, advocacy, and leadership. I seek to evolved my role as an educator, a policy analyst, and a leader within the academic community is to navigate these changes with foresight, adaptability, and an unwavering commitment to the principles that have guided my career thus far.

Embracing the Journey with Renewed Vigor

Navigating the uncharted waters of mid-career retrospection, I choose to view this moment not as a premature call to legacy-building but as a unique opportunity to reflect, recalibrate, and recommit to the path of impact and service. The journey continues, filled with excitement for the possibilities that lie ahead. I am ready to embrace the challenges and opportunities with renewed vigor and purpose, steadfast in my belief that the best chapters of my life are yet to be written.

As I reflect on the journey thus far and anticipate the river ahead, I am filled with gratitude for the experiences that have shaped me, the mentors who have guided me, and the colleagues who have journeyed alongside me. The accolades and recognitions, while affirming, are not the measure of success. Instead, success lies in the lives touched, the policies shaped, and the systemic changes enacted through our collective efforts.

In this moment of retrospection, I find not an end but a beginning. A beginning of renewed purpose, of heightened ambition, and of continued service. The work of impacting education, of advocating for equity, and of shaping the future is an ongoing mission, one that requires not just reflection but action.

As I look to the future, I am reminded of the words of Dr. Martin Luther King Jr., who spoke of the “fierce urgency of now.” This urgency propels me forward, igniting a passion for continued advocacy, research, and leadership. The journey is far from over, and I am eager to see where the river of life leads, ready to traverse the challenges that lie ahead and seize the opportunities that await. I am committed to traveling it with integrity, purpose, and an unwavering dedication to the cause of education.

Thank you for all you do for children and families.

Embracing the Legacy: A Keynote on Progress, Diversity, and Courage for Martin Luther King Jr. Day 2023

Remarks for Martin Luther King Jr. Day 2023

Good afternoon, distinguished guests, esteemed colleagues, and cherished members of our Western Michigan University community. Today, as we stand together to honor the legacy of Dr. Martin Luther King Jr., I found myself contemplating not just the words I would share but the message on my t-shirt. My wardrobe is a collection of narratives, each piece a chapter of my journey and the causes I hold dear. From my array of NAACP shirts, each bearing the weight of historical struggle and progress, to the ‘Black Professors Matter’ shirt, a testament to the ongoing journey for representation and equity in academia.

Then there’s the ‘I Am Black History’ shirt, a bold declaration of pride and a reminder of the shoulders upon which we stand. The Che Guevara and Marielle Franco shirts symbolize a broader struggle for justice and the courage to challenge the status quo across the world. And let’s not forget the various union t-shirts, each a symbol of solidarity and the collective strength of voices united for a common cause.

Amidst these powerful statements, one shirt called out to me for today’s occasion – a simple yet profound message: “Dreamers are Welcome.” This shirt, much more than a piece of fabric, embodies a principle that lies at the heart of today’s theme and Dr. King’s enduring vision. It’s a declaration that our institution, our community, is a place where dreams are nurtured, where the pursuit of knowledge knows no boundaries, where the quest for education is inclusive of all, irrespective of their origin, creed, or color.

This shirt is not just a personal choice; it’s a public commitment to a belief system. It signifies that on this MLK Day, we stand for more than just remembering a great leader; we stand for embodying his ideals in our daily actions and interactions. It represents a pledge that Western Michigan University is not just an educational institution, but a beacon of hope and opportunity for students from all walks of life.

As we embark on today’s journey of reflection and dialogue, let our message be a reminder of our collective responsibility. A responsibility to ensure that the path of higher education is accessible and welcoming to all who dare to dream. A responsibility to live up to the legacy of Dr. King, who believed fervently in the power of education as a tool for liberation and transformation.

Roadmap of the Talk

Today, I am honored to speak to you about several critical themes that resonate deeply both with our gathering and with the broader challenges we face in our society. In the next few moments, I will explore the theme ‘Chaos or Community,’ drawing upon personal insights to highlight its significance in our times. I’ll share my personal journey and learnings, focusing on the importance of diversity and leadership, and how these have shaped my role as the Provost of Western Michigan University. We will also delve into the efforts we are making in community building at WMU and across Kalamazoo, Michigan and beyond. Additionally, I’ll address contemporary concerns in educational policy, particularly the urgent need for inclusivity in our curriculums and institutions. Finally, I will conclude with a call for courage and collective bravery, emphasizing the importance of standing together in the face of challenges, upholding the principles of equity, justice, and inclusivity that are at the core

Embracing the Theme – Chaos or Community with Personal Insights

As we engage with today’s theme, ‘Chaos or Community’, inspired by Dr. Martin Luther King Jr.’s profound inquiry, it holds a special significance in the context of my own work as Provost. This theme is a powerful reminder of our collective responsibility to forge an inclusive, nurturing community amidst the challenges and uncertainties we face.

My research on community-based accountability and community-engaged leadership deeply informs my approach to leadership at Western Michigan University. These concepts are not just academic theories; they are guiding principles that shape how I envision our university’s role in the larger community. Applying Community-based accountability applied to higher education leadership recognizes that our institution is accountable not just to itself, but to the broader community it serves. It’s about ensuring that our decisions, policies, and actions reflect the needs, aspirations, and values of our community members.

Community-engaged leadership emphasizes the importance of collaboration and partnership. It’s about breaking down the walls between ‘the university’ and ‘the community’, fostering a sense of shared purpose and mutual respect. This approach to leadership compels us to listen actively, engage sincerely, and collaborate effectively with various stakeholders – students, faculty, staff, alumni, local residents, businesses, and civic organizations and beyond.

These principles are particularly relevant as we navigate the complexities of our current era. In a world that often seems divided and tumultuous, the need for strong, community-focused leadership has never been greater. The challenges we face – whether they relate to educational equity, social justice, or economic disparities – require us to think and act as a community. As Provost, I strive to lead in a manner that not only addresses these challenges but also harnesses the diverse strengths and perspectives within our community. This means creating spaces where dialogue and dissent are valued, where diverse voices are heard and respected, and where we can collaboratively chart a course towards a more equitable and just future.

In the spirit of Dr. King’s vision, our work in the Provost office is dedicated to transforming the potential chaos of our times into a community that is cohesive, responsive, and proactive. It’s about leading with empathy, integrity, and a deep commitment to the common good. As we continue our discussions today and listen to the insights of Ilyasah Shabazz later this evening, let’s reflect on how each of us can contribute to building a community that embodies these values – a community that not only dreams of change but actively works towards making it a reality.

Thank you for joining me in this important conversation. Together, let’s embrace the challenges before us, not as insurmountable obstacles, but as opportunities to strengthen the bonds of our community and create a future that aligns with the ideals that Dr. King so passionately advocated.

Personal Journey and Learnings with a Focus on Diversity and Leadership

In my professional journey, holding the position as the 24th Provost and the first Underrepresented Minority (URM) Provost at Western Michigan University is both an honor and a profound responsibility. This role is not a personal milestone; it symbolizes a larger narrative of progress and the ongoing effort to diversify leadership in higher education.

Western Michigan University stands as one of the few research universities in the nation to have both a URM Provost and a URM President. This representation in the highest echelons of our institution is significant. It sends a powerful message about the value of diversity, equity, and inclusion at the leadership level. It signifies a commitment to reflecting the rich tapestry of backgrounds and perspectives that constitute our university community.

In these roles, we are not just administrators but symbols of possibility for every student, faculty, and staff member who may have felt underrepresented or unseen in academia. Our presence in these positions is a testament to the university’s commitment to fostering a culture where diverse voices are not only heard but are instrumental in shaping the future of the institution. It’s about breaking barriers and setting a precedent for what inclusive leadership looks like in practice.

It is important to recognize that the role of a university leader extends beyond the confines of the campus. Leaders in academia have the unique opportunity – and indeed, the responsibility – to be advocates in their local, state, and national communities. This advocacy is crucial, as it allows us to apply our insights, expertise, and influence to broader societal issues. My service in the NAACP as a member of the Executive Committee and as the Education Chair in both California and Kentucky involved a deep commitment to community engagement and policy advocacy. These roles entailed collaborating with a wide range of stakeholders to address educational disparities and promote policies that ensure equitable access to quality education for all students. This work was foundational in understanding the dynamics of community mobilization and the power of collective action in driving systemic change.

Complementing this commitment to social justice is my passion for environmental sustainability that was discussed earlier today. Sparked by a formative course on sustainable development taught by John Vandermeer at the University of Michigan and an early decision to adopt vegetarianism, this journey has been about understanding the interconnectedness of our actions with the health of our bodies and of our planet. At Western Michigan University, this passion has been translated into advocating for sustainable practices and policies, such as transitioning to an electric fleet and enhancing our infrastructure to support this change. The sustainability office’s presence on the Provost’s Council is a strategic decision to integrate sustainable thinking into our core operational and academic strategies.

We must lead by example, showing that inclusive-driven commitment and experience in leadership not only enriches our institutional culture but also enhances our capacity to address the multifaceted challenges of our time which extends to our local community.

Community Building at WMU and Kalamazoo

At Western Michigan University and in the wider Kalamazoo community, we’re engaged in a dynamic process of community building, one that’s pivotal in fostering an environment of inclusivity and support. Our efforts extend beyond traditional academic boundaries, embracing a holistic approach that integrates diversity, equity, and inclusion into community facets of our university life.

The Broncos Lead program stands as a shining example of this commitment. It’s not just an internship program; it’s a pathway that connects our students with meaningful, real-world experiences. By focusing on nonprofits, minority-owned businesses, and organizations committed to diversity, equity, and inclusion, Broncos Lead is shaping future leaders who are socially conscious and community-oriented.

Another cornerstone of our community engagement is the Lewis Walker Institute for the Study of Race and Ethnic Relations. Named after a pioneering African American sociologist and our beloved WMU faculty member, the institute is at the forefront of research, teaching, and service related to race and ethnic relations. Its work transcends academic study, fostering understanding and appreciation of diverse cultures, both within the U.S. and globally. The institute’s initiatives contribute significantly to creating a more equitable and inclusive community at WMU and beyond. We that Dr. Luchara Wallace for her service and are excited to be hiring a new Director in 2024 and the role she will continue to play in the Institute.

The Grow Your Own initiative holds a special place in the array of programs we offer at Western Michigan University. This initiative is a tangible expression of our belief in the transformative power of education supported by a nurturing community. It’s about creating opportunities and breaking down barriers to ensure that the dream of becoming an educator is accessible to all, regardless of their background or financial circumstances.

The story of Jazmin Guzman’s, one of our grow your own students, is a powerful testament to the impact of this program. As a student in our College of Human Development’s early childhood unified education program and a participant in Grow Your Own, Jazmin represents the very essence of determination and resilience. As a mother of three, working full-time as a preschool teacher, her journey towards fulfilling her dream of attending Western Michigan University and becoming a teacher is inspiring. Her story is a vivid illustration of how support and opportunity can change lives.

The Grow Your Own initiative is not just about funding education of future teachers in partnership with the State of Michigan and Michigan school districts; it’s about fostering a sense of belonging and family at Western Michigan University. It’s about showing our students, especially those from underrepresented communities, that their dreams are valid and achievable. As Provost, I am proud to see how this program is shaping the future of education and creating a ripple effect of positive change in our communities for hundreds, let me say again, hundreds of new teachers.

In both the community building efforts at WMU and Kalamazoo and the Grow Your Own initiative, we see the embodiment of Dr. King’s vision – a town-gown partnership where individuals are supported, valued, and given the opportunity to reach their full potential. These programs are key components of our mission to create a community that is not only academically excellent but also deeply committed to community stakeholders.

Contemporary Concerns about Educational Policy and Inclusivity

As we draw this session to a close, I feel compelled to address a deeply concerning trend in our educational landscape. Recently, there have been disturbing developments, notably in Florida, where educational standards on teaching slavery include narratives that insinuate it had benefits. This is not only historically inaccurate but profoundly dangerous, purposefully skewing our understanding of one of the darkest chapters in human history in a calculated manner.

In my work, including an article titled “Illusion of Inclusion” published in the Harvard Education Review, I examined how states like Texas have made the history of communities of color optional or entirely absent in their educational curricula. This omission is a glaring example of systemic bias and highlights the necessity for inclusive education. As W.E.B. Du Bois wisely stated, “The cost of liberty is less than the price of repression.” The exclusion of diverse histories is a form of repression, one that we must actively work to rectify if we are to build a truly free and equitable society.

These concerns are indicative of a larger assault on higher education, particularly attacking leaders and scholars of color. Recent organized campaigns, led by individuals like Chris Rufo, have shifted tactics, now employing targeted plagiarism charges as a tool to discredit and undermine the credibility of diverse academic leaders and scholars. These targeted accusations are not just personal attacks; they represent a calculated political strategy designed to challenge and devalue the contributions of scholars of color. This approach seeks not only to question the academic integrity of these individuals but also, as the conservative Washington Free Beacon has said in press, they aim to diminish the broader significance of diversity and inclusivity in the academic realm.

Malcolm X’s words resonate powerfully in this context: “Education is the passport to the future, for tomorrow belongs to those who prepare for it today.” We must prepare for a future that embraces diversity and inclusivity, standing united against any attempts to diminish or discredit the contributions of scholars and leaders of color.

As a community at Western Michigan University, and as part of the larger academic world, we must raise our voices against these targeted attacks. This fight is not just about defending the integrity of our educational system; it’s about upholding the values of equity, inclusivity, and academic freedom that are fundamental to a just society.

In the face of these challenges, we must remember Dr. King’s words: “Injustice anywhere is a threat to justice everywhere.” We must confront these injustices with determination and reaffirm our commitment to an educational system that reflects the diverse reality of our society. Our response should embody the principles championed by leaders like Dr. King, W.E.B. Du Bois, and Malcolm X, who understood the importance of truth, justice, and inclusivity in education.

As we move forward, let’s carry with us the resolve to defend the right to an education that is truthful, inclusive, and free from political manipulation. Let’s stand together as a community against any efforts to undermine the value of diverse perspectives and inclusive leadership. This battle is only beginning, and our unity and collective action are essential in championing a vision of higher education that is not only academically excellent but also deeply committed to fostering a society that values truth, justice, and inclusivity for all.

Thank you once again for your commitment and attention. You are the select few that made it all the way to the end of the 2023 Teach-In As we reflect on the challenges we face today, it’s important to remember that doing what is right is not always popular. As we heard earlier today, in 1963, a majority of Americans were not supportive of Dr. Martin Luther King Jr. This unfortunate fact was also true in the African American community— yet he persevered in his mission for justice and equality. Dr. King himself said, “The time is always right to do the right thing.” This powerful statement is a reminder that the pursuit of equity, justice, and inclusivity, though we may face opposition, is always a worthy endeavor.

Let us be inspired by the enduring legacies of our predecessors, who stood firm in their convictions despite societal resistance. Let’s continue to champion a higher education system that truly reflects the ideals of equity, justice, and inclusivity. In doing so, we honor not just the memory of Dr. King but also the principles he stood for.

Conclusion: Call for Courage and Collective Bravery

As we move forward, let us hold onto the courage to do what is right, even when it is not popular, understanding that the path to meaningful change is often paved with challenges. Together, let’s commit to creating a future that values diversity, fosters understanding, and upholds the dignity of all. In this journey, it is essential that we embrace courage – the courage to stand up for what is right, even in the face of adversity. The progress we seek in our society, in our educational institutions, and in our broader communities, demands our collective bravery.

Let us not be deterred by the challenges or the unpopularity of our cause. Remember, it is often the courageous actions taken in the face of opposition that pave the way for true progress. As we strive to honor the legacies of those who fought for justice and equality before us, let our actions be fueled by the same boldness and determination.

In closing, I urge each of us to be fearless in our pursuit of a more equitable, just, and inclusive world. It’s in our hands to shape a future where diversity is celebrated, where understanding bridges divides, and where the dignity of every individual is a fundamental principle. Let’s be the courageous change-makers who drive our society forward, continuing the work of those who laid the foundations for our path. Together, with courage as our compass, we can and will lead the way and leave a legacy of transformative change. There are heroes and heroines. Be one today.