Emdin was uneasy with this approach from the beginning: “The teachers’ venting sessions reminded me of my experiences in high school and how I was forced to obey rules without an opportunity to question whether they supported the way I learned. As a high school student, the more I engaged in school, the more I learned about the rules that guided the institution and realized they ran counter to the ways I experienced the world.”6 Reflecting on his life as a student and his work as a teacher, Emdin realized, “I had been trained my entire life to believe that becoming something other than who I
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