Taren Brown

Taren Brown: A Journey of Equity and Empathy

 

I am an educator who is influenced by my past and present upbringing by a single mother, who is an educator, this is how I connect and interact with the diverse community in my classroom. I am also  a 24-year-old African American male graduate student and this is the beginning of my second-year as a social studies teacher at Luella High School. My personal background and experiences play a central role in shaping my teaching style, philosophy, and how I engage and interact with students and my peers.

 

Growing up in the south and being educated at Newnan High School, which is 60% white and 40% black, this diverse setting gave me firsthand insight into the complexities of race, ethnicity, and cultural identity. Growing up in the Deep South has given me experiences which have helped me develop a strong sense of empathy and sensitivity toward the unique backgrounds and stories each student brings with them.

Taking the Harvard Project Implicit test showed that I tend to associate both African Americans and European Americans with positive and negative traits at about the same rate. That awareness reaffirmed my dedication to maintaining a classroom where equity is a priority, where every student feels seen, heard, and respected, no matter their background.

 

Being a young black male from the south, who attended a predominantly white high school and university educator puts me in a unique position to build meaningful connections with my students. Since I'm closer in age to them, I can relate to their interests, challenges, and perspectives. Thus, establishing connections that creates a strong foundation of mutual respect and trust, allowing for more honest conversations and deeper engagement with the material.

 

Obtaining dual degrees in Political Science and African and African American Studies has played a major role in shaping the way I teach. It gives me the ability to bring culturally relevant pedagogy and critical thinking into the classroom. My goal is to present history not just as a timeline of events, but as a collection of lived experiences that still shape our world today. This helps students see the relevance of the past and encourages them to think critically about the present.

 

I also believe that identity goes beyond race. I’m open with my students about my educational path, interests, and the things I’m passionate about, like history, technology, photography, and community involvement. Because of my age, education and other shared interests often help me build stronger connections and create a relationships where students feel comfortable, respected, acknowledged and supported.

Ultimately, my identity and experiences have instilled in me a strong commitment to social justice and educational equity. I constantly reflect on my own biases and work to create an inclusive environment. I want my students to see what it looks like to be self-aware, reflective, and empathetic; all skills that will serve them both in school and in life.

 

In conclusion, my identity as a young, culturally aware African American educator isn’t just a part of who I am it’s the lens through which I teach, connect, and create a classroom where every student has the chance to succeed.

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