reading_rainbow_with_chris's review against another edition
2.0
One Teacher in Ten in the New Millenium, edited by Kevin Jennings
I was ultimately disappointed in this collection. In its earlier editions 2 decades ago, I suspect this format of book was revolutionary and incredibly impactful. In earlier decades, the existence of narratives themselves would have been enough. However, now in the 2010s the narratives are lacking the weight, the grit, and the critical reflection I was craving from these narratives. To be clear, the narratives themselves were often well-constructed and inviting. They were pleasant to read. However, many of them felt self-indulgent and overly self-congratulatory. Few of them really addressed areas where radical change is still needed.
I also felt that Jennings as editor needed to do a better job in their position. The order of the stories did not seem of any relevance and there was no commentary or foreword of each section to help tie the narratives together in meaningful ways. The narratives lacked diversity in multiple ways. 1) Jennings claim about having narratives from four countries is vastly overstated; technically it’s true, but all but three narratives are from the US, then there are three other countries represented with one narrative apiece, one of which is relegated to a preface. 2) Jennings focuses primarily on K-12 education; this is fine and perhaps indicative of his intended audience, but it was a let down for me as a college instructor. 3) The vast majority of the narratives here are told from schools of privilege or middle-class. I did not get the sense any of these narratives came from schools in poorly funded areas, schools in high-crime areas, or schools facing other struggles which would complicate the experiences of queer youth and teachers. In short, I do not get the sense that Jennings dug very deep to really see the struggles queer teachers still face today.
In summary, this was a passable read with some enjoyable narratives. However, it shows a picture of queer educator experiences which overwhelmingly skews positive and very rarely offers and critical reflection from which we can grow and challenge the education institution. It exists as inspiration. In 1994, inspiration may have been enough. Today, the queer community needs more and is ready to take on more challenging questions and experiences than what this book offers.
I was ultimately disappointed in this collection. In its earlier editions 2 decades ago, I suspect this format of book was revolutionary and incredibly impactful. In earlier decades, the existence of narratives themselves would have been enough. However, now in the 2010s the narratives are lacking the weight, the grit, and the critical reflection I was craving from these narratives. To be clear, the narratives themselves were often well-constructed and inviting. They were pleasant to read. However, many of them felt self-indulgent and overly self-congratulatory. Few of them really addressed areas where radical change is still needed.
I also felt that Jennings as editor needed to do a better job in their position. The order of the stories did not seem of any relevance and there was no commentary or foreword of each section to help tie the narratives together in meaningful ways. The narratives lacked diversity in multiple ways. 1) Jennings claim about having narratives from four countries is vastly overstated; technically it’s true, but all but three narratives are from the US, then there are three other countries represented with one narrative apiece, one of which is relegated to a preface. 2) Jennings focuses primarily on K-12 education; this is fine and perhaps indicative of his intended audience, but it was a let down for me as a college instructor. 3) The vast majority of the narratives here are told from schools of privilege or middle-class. I did not get the sense any of these narratives came from schools in poorly funded areas, schools in high-crime areas, or schools facing other struggles which would complicate the experiences of queer youth and teachers. In short, I do not get the sense that Jennings dug very deep to really see the struggles queer teachers still face today.
In summary, this was a passable read with some enjoyable narratives. However, it shows a picture of queer educator experiences which overwhelmingly skews positive and very rarely offers and critical reflection from which we can grow and challenge the education institution. It exists as inspiration. In 1994, inspiration may have been enough. Today, the queer community needs more and is ready to take on more challenging questions and experiences than what this book offers.
riddlemethis's review against another edition
Library book, had to return. Also, a family member died and I just couldn't do anything for a while. I want to go back to it eventually.
ksparks's review
5.0
I read this book because I have been considering whether I want to be a teacher. One of the main drawbacks I have always been aware of is that I know a lot of closeted teachers, and I am not willing to live that way. I found this collection of personal stories highly encouraging and inspiring. I was surprised to find that so many gay teachers had positive stories about coming out in the classroom. It was no surprise to find that teachers in Massachusetts had it easier than teachers in other places! But, there are even positive stories of teachers in rural areas. I still have (unrelated) reservations aout teaching, but after reading this book I would have no hesitation about being "out" as a teacher.
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