Transformative Mentoring Communities

Steve Volk, September 5, 2016

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               Marge Piercy, “To be of use”

York Minster Cathedral, England

York Minster Cathedral, England

Our work as teachers, at its best, can be transformational for the students we reach. We work hard to make this happen even if the results we seek are often hidden to us or only apparent years later. The labor of teachers reminds me of those medieval architects who planned the great cathedrals certain only that they would never see the results of their efforts. If we are fortunate, we discover that the seeds of growth we scattered have taken root. A student from years ago sends us an email of thanks, or we come upon a happy notice in the alumni magazine or the New York Times. And we are very pleased.

And we should be. Even if we are quite privileged to be teaching where we are, we are nevertheless part of a higher education sector that faces massive challenges, from growing student debt to decreasing legislative support for the very notion of a liberally informed public. And the crisis in higher ed is but a small part of the nation’s problems, tested as it is by growing inequality, persistent discrimination, and a political system that has become increasingly unhinged. And our country is part of a world torn by violence and baking under the fierce sun of climate change.

Still, in the face of all these impediments, those who work in our colleges and universities (not to mention in the K-12 sector) are committed to the proposition that we can make things better one student at a time. Yes, in the most transactional sense, we claim our salaries on the basis of just doing our job, not changing the world, but our job is teaching and the goal of teaching is individual (as well as collective) improvement and empowerment. We seek to make a better world one student at a time. Continue reading