Mirror Work: Personal Identity & Teaching Philosophy

This section of my ePortfolio explores how my identity, lived experiences, and personal reflections shape the educator I am becoming. Engaging with Buchanan-Rivera’s Mirror Work and reflecting on my social context, biases, and cultural roots has helped me see that effective teaching begins with knowing yourself and being willing to grow. This process continues to challenge me to teach with both humility and purpose.

Reflections on My Identity

I identify as a Black American, a cisgender woman, and a Baptist Christian. These core aspects of my identity deeply influence how I navigate the world and approach teaching. I was raised in a household rooted in Southern values, where everyone was welcomed, but there was also a clear-eyed awareness of the systemic challenges faced by Black communities. My grandmother, a lifelong educator and community advocate, taught me to see education as a pathway to resilience, self-worth, and liberation. Her home, filled with books, hand-quilted blankets, and family stories, was my first identity-affirming learning space. It continues to inspire the kind of classroom I hope to create: warm, inclusive, and grounded in care.

My cultural background, connection to the Black church, and relationships within my family and community have shaped my values of creativity, advocacy, and social awareness. These values come with me into the classroom. I don’t believe in neutrality. I believe in classrooms that reflect who students are and affirm who they can become.

Challenges and Growth

Growing up, I was often made to feel "too Black" or "not Black enough," depending on the context. As I moved from diverse communities into predominantly white educational spaces, I began to notice how others perceived me—and how I sometimes adjusted or held back parts of myself to fit in. Comments on my appearance, language, or "how well I spoke" made me feel hyper-visible and yet not fully seen. These moments fueled my awareness of race, bias, and respectability politics, especially in school environments.

Through critical reflection, I’ve worked to unlearn internalized messages about professionalism, beauty, and belonging. I now understand that showing up fully as myself is a form of resistance and a model for my students. I've also had moments where my passion led to emotionally intense responses, especially around topics like racism or police violence. Over time, I’ve learned to channel these emotions into curiosity, storytelling, and care-centered dialogue. As Buchanan-Rivera emphasizes, discomfort is not the enemy—it's the place where real learning begins.

Impact on My Teaching

My self-awareness directly impacts how I connect with students. I strive to build relationships rooted in empathy and mutual respect. I design lessons that invite students to share their stories, explore identity, and make meaning through art. I believe in co-creating classroom agreements, providing flexible ways for students to engage, and displaying student work in public spaces to affirm their voices.

I also recognize that while I bring a powerful perspective as a Black woman, I still have much to learn. My social circles include people of many races, sexual orientations, and gender identities, which has challenged me to expand my understanding of equity and inclusion. I hold myself accountable by setting goals, seeking feedback, and committing to lifelong learning. As Buchanan-Rivera states, equity work is not just about what we teach—it's about how we live, listen, and show up for others.