We are all scholars. This is what I tell the students, families, and educators whom I’ve served as a scholar myself. We all have knowledge of value to share with one another, and we all have the capacity both to learn and to teach. It is only by engaging each other as scholars – to learn as we teach, and to teach as we learn – that we can begin to access the innumerable learning networks that surround us. I believe that there is never a time nor a place that we are not learning, and as such I’ve always been in “school,” and I’ve always been a scholar.
My first teacher was my mother. Not because her profession deemed her so – as she has always been a teacher, and a great one at that – but rather because of her approach to how she raised me. The places she brought me and the experiences to which she exposed me were all focused on my development as a learner. Whether it was reading to me every day, or her encouragement of my love for Sesame Street and Mr. Rogers, or our frequent trips to parks and the local library, I learned from an early age that learning was not a compartmentalized practice within this act called “living,” but rather the essential element of life itself.
For as long as I can remember, stories have been my favorite form of learning. As a child, some of my most cherished memories are of my mother and father and teachers reading stories to me, and the best gifts I received were the books that transported me to far-away lands and introduced me to amazing characters and cultures. As an adult, I regularly immerse myself in all manner of storytelling, from novels to short stories to to documentary films to op-eds to interviews to simple stories told by elders at the kitchen table or over an evening fire.
I first joined TMS not as a Teaching Fellow, but as an ally who shared a vision for developing transformative models for community-based education. Having served as a Peace Corps Volunteer in rural Zambia and as a community school director in West Philadelphia, I was immediately drawn to the work of The Modern Story and the stories of its students when I first met Remy and Piya in 2013. As I got to know TMS’ founders and as I gradually educated myself about digital storytelling, I couldn’t resist my growing desire to play a role in helping The Modern Story grow and evolve so that it can serve children like my scholars at Wilson Community School in West Philly, and my families in Katukutu village in Central Province, Zambia.
So, having spent the past year and a half working on various strategic planning projects, I now face my most challenging TMS role yet – to do the work that is most important and serve as a TMS Teaching Fellow. Over the course of the month of July, I have the great responsibility and incredible opportunity to work with TMS scholars in the Computer Clubhouse at the South Boston Boys and Girls Club. We will be learning about digital storytelling, watching and discussing the digital stories of TMS scholars from Hyderabad, India and other communities around the world, and creating our own personal digital stories. With that in mind, I am proud to share the first digital story I’ve ever made. I’d like to dedicate it to my family, my friends, my teachers, and my scholars. In so many ways, there are all but one in the same. Because we are all scholars, and I am because we are.