-- -- -- -- -- -- --
Thanks for forwarding that along. As someone who doesn't envision herself living in the U.S. for her entire education career, and as someone who has visited and vowed to return to eastern Africa (Kenya), I've always been interested in teaching abroad. In learning more about the British education system and how colonialism has impacted education worldwide, I do see myself occupying teaching positions much like your former student's (I didn't catch her name) that are varied in their locale as well as in their scope.
There always comes the tension in my head: do I prioritize helping students (and teachers) in this country change the way that they approach education? How long will it be until I get burned out on unruly students who don't want to learn and prove their intelligence by their wily and intricate plans to avoid learning? We'll see. I tend to cater toward those students who everyone else throws their hands up and just sends out of the room. I guess my threshold of patience is high.
I simultaneously am exhausted and exhilarated by my students in Detroit and am looking forward to my new students in New York next fall. I know that my zeal for education is long-term. The question becomes, how do I preserve my dedication so that it doesn't get eroded by cynicism, red tape and all of the outside-the-classroom drama? This, of course, is a rhetorical question. Just wanted to share my response. Thanks again, Rich!! I do hope to keep in touch on my journey.