A few days after the November election, I had a meeting with Angie Estonina and Lisa Kwong, two talented educators who lead professional learning efforts on ELLs for San Francisco Unified School District.
With our webcams on, the mood was a bit somber — the election talk of deportations, walls, and targeted registries hung in the air as the rhetoric suddenly became more real. In fact, it felt a bit suffocating. In education, we all have days when we feel weighed down by how much needs to be done and by our professional and personal puzzles, but the unknowns of impending political shift pushed on us from the sides, making us feel the squeeze of change.
I even started wondering if an upcoming presentation I was about to do in Canada on ELLs with school districts from Ontario/Montclair, California, and Yakima, Washington, was even relevant. In retrospect, it was incredibly sad to even think this. But this was my state of mind. It was easy to go there when the personal and professional intersects — my nine-year-old son who is of half Mexican descent asked if he was going to be deported. This was not a question I had at nine years old.