Brian Simmons, Ph.D. Student Social and Cultural Studies Major: B.A., History & Diplomacy and World Affairs, Occidental College / M.A.T., History, Occidental College Career Plans: Work as a scholar-activist in an urban community in California Home: San Francisco, CA

"I came to understand that creating sustainable institutional structures, and supporting teachers with humane resources and compensation would do much to improve urban schools."

My educational background:
I came to Berkeley after having worked for five years creating a new high school in the predominately African-American Bayview-Hunters Point area of San Francisco called Thurgood Marshall Academic High School (TMAHS). The school, which focuses on science, math, and technology, was created in response to parental calls for a college prep high school in the area. At TMAHS, I served as a social studies teacher and department chair. While there, I co-wrote a district-sponsored, culturally inclusive English and social studies curriculum that teaches students to analyze and take positive action in their communities for social and racial justice.

In addition to my work in the classroom, I worked with students and other faculty to create the basic organizational structures of the school--everything from tardy policies, innovative student government structures, to remediation programs for unsuccessful students. Additionally, I was actively involved with the local teachers union, served on its executive board, and attended national meetings of the AFT and NEA. Through my work with the union, both at my site and throughout the school district, I learned about the experiences of other hard-working urban teachers. I came to understand that creating sustainable institutional structures, and supporting teachers with humane resources and compensation would do much to improve urban schools.

My academic program:
The Social and Cultural Studies program has given me a strong academic foundation and encouraged me to use an interdisciplinary approach in analyzing social phenomenon. The faculty has pushed me to continually challenge the conventional wisdom surrounding public schools and reforms. Even more importantly, since I began the program, I have been surrounded by an incredibly thoughtful, action-oriented group of students who have stimulated and encouraged me in so many ways.

My current work:
I am currently working directly with two units on campus: the Center for Popular Education and the Center for Urban Education. My involvement in these centers helps to support my current research on the implementation of teaching standards in urban school districts, teacher peer-review, development of a critical theory of globalization, and retention and attrition among young urban teachers. The centers are valuable intellectual resources for both critical feedback and the generation of ideas to further my own work. For example, at the Center for Popular Education, we have been studying the possibilities for transforming contemporary socio-political forces that are contributing to increased economic polarization and decreased democratic participation. We recently presented our on-going work at the annual meeting of the Educational Research Association in Seattle. Additionally, I have participated in retreats and symposia with the Center for Urban Education. These have expanded my thinking on urban school reform issues. They have also exposed me to alternative perspectives on how to help city students and teachers be more successful.

 

 

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