Educator Stories

Sher Anderson Petty: Making Migration Stories Universal

Sher Anderson Petty, a fourth-generation public school educator at Newport Mills Middle School in Montgomery County, Maryland, found that Re-Imagining Migration transformed her teaching approach entirely. Through her participation in their summer seminar and fellowship program, she discovered how to make migration stories relevant to all students, regardless of their background. The key insight that “we all move, we all migrate” became a unifying concept that helped her students navigate even the challenges of pandemic-related changes.

In her classroom, Petty implemented this framework through a rich curriculum that included analyzing Warsan Shire’s poem “Home,” examining westward expansion from multiple perspectives, and studying Romare Bearden’s artwork “Tomorrow, I May Be Far Away.” These materials led to personal explorations through “Where I’m From” poems, creating a democratic learning environment where all students could share their experiences of movement and change. The approach proved particularly powerful in creating space for students to be open about their experiences in ways they hadn’t been before.

Kathryn Tepedino: Building Bridges Through Shared Stories

Kathryn Tepedino, an English Language Development teacher in Morristown, New Jersey, has integrated Re-Imagining Migration’s approach into her classroom practice to address the isolation felt by her immigrant students. She noticed her students struggling with feelings of disconnection from their families, homelands, and peers, which prompted her to develop innovative strategies to build bridges between communities.

Tepedino vividly remembers implementing Re-Imagining Migration’s “Moving Stories” classroom resources to create a curriculum that would prepare her students for meaningful exchanges. The structure provided by this approach gave her students the confidence to share their personal journeys despite initial hesitation.

In her English Language Development classes, Tepedino explores migration through carefully structured interviews that encourage students to discover shared experiences and develop new perspectives. Re-Imagining Migration’s approach has helped her create safe spaces for students to share their migration stories, recognizing the power of personal narrative as a tool for learning and connection.

Tepedino has implemented this innovative approach to help students define their own identities and connect with their American-born peers. The project transformed the school environment by bringing together students who had previously lived separate academic and social lives. Re-Imagining Migration is proud to partner with educators like Tepedino who create such transformative learning experiences.

The impact of Tepedino’s project extends beyond improved language and communication skills to fostering empathy, understanding, and new friendships. By setting up interviews in the school gym and outdoor spaces, with translators available to support students when needed, she created an environment where meaningful connections could flourish.

Sarah Said: What’s in a Name?

When she was the Director of Language and Equity Programs at the Elgin Math and Science Academy Charter School, Sarah Said used Re-Imagining Migration’s fellowship program to transform a one-night diversity celebration into a year-long exploration of identity and movement. Starting with the seemingly simple question “What’s in a name?” the program used literature like “The Name Jar” by Yangsook Choi to help young students explore the complexity of names, identity, and cultural heritage.

The program evolved to include weekly “culture crew” activities, family involvement, and creative projects like personalized name jars that represented students’ identities. The initiative culminated in a “Pieces of Me” Identity Affirmation Festival, where families shared their cultures through displays, performances, and food. Survey results showed that 90% of students felt learning about their peers’ cultures was important, demonstrating how the program successfully fostered inclusion and cultural pride among young learners.

Kim Young: Reimagining World History

Kim Young, a world history teacher at Weston High School near Boston, used Re-Imagining Migration’s framework to fundamentally restructure her approach to teaching world history. Recognizing that human history is fundamentally a story of movement, she shifted from a traditional continental and regional approach to a thematic one that emphasized connections and movement between regions.

Young transformed her historical research assignments to focus on contemporary migration issues, teaching students to analyze complex emergencies using diverse sources including UNHCR reports, infographics, and social media. This approach not only maintained rigorous historical research standards but also helped students develop media literacy skills and deeper understanding of current global movements. Her work demonstrates how Re-Imagining Migration’s principles can be used to make historical study more relevant and engaging for contemporary students.

Sandy Mendoza: Creating Spaces for Belonging

Sandy Mendoza, a first-generation Mexican-American teacher, created the International Cafe program to support newcomer students in their first year of U.S. schooling. Inspired by Re-Imagining Migration’s emphasis on making diversity visible, she developed a project where English learners welcomed bus riders to school in multiple languages, transforming typically shy students into confident school leaders.

The project’s impact was immediate and profound. Students created welcoming posters, used pompoms, and greeted their peers in various languages, creating an atmosphere of inclusion and celebration. The initiative not only empowered newcomer students but also generated enthusiasm throughout the school community, with other students asking to join the International Cafe group. This simple yet powerful project demonstrated how creating opportunities for leadership can transform the school experience for immigrant students.

Joel Troge: Roots and Branches for Elementary Education

Joel Troge, Director of Long Term ELL’s, Newcomers, and SIFE at New York Public Schools, developed the “Moving Stories: Roots and Branches” unit for 3rd and 4th graders in response to the increasing number of asylum seekers entering NYC schools. The curriculum, based on Re-Imagining Migration’s resources, was designed not just for newcomers but for all students, emphasizing that everyone has a moving story.

The unit centers on Carola Suárez-Orozco’s Moving Stories Interview Questions and includes collaborative activities, literacy development, and a three-part “My Roots and Branches” project connecting students’ present, past, and future. Troge’s work demonstrates how Re-Imagining Migration’s framework can be adapted for younger students while maintaining academic rigor and fostering belonging. The unit’s success has led to plans for expansion across other grade levels, showing the versatility and importance of migration education at all ages.

Jessica Lander: Embracing Re-Imagining Migration in Teaching and Career

Jessica Lander, a high school teacher  in Lowell, MA working with immigrant and refugee students from more than thirty countries, has integrated Re-Imagining Migration’s approach into her curriculum since becoming a Re-Imagining Migration Fellow in 2018. She teaches history and civics to remarkable young people from over 20 countries including Colombia, Cambodia, Afghanistan, Ecuador, the Ivory Coast, India, the Dominican Republic, Vietnam, Spain, and Brazil.

Lander vividly remembers attending Re-Imagining Migration’s inaugural conference in 2019 as she was beginning to write her book “Making Americans.” The connections fostered there profoundly impacted her classroom teaching and research for the book.

In her history classes, Lander explores immigration through multiple lenses – studying historical landmarks like Ellis Island and Angel Island, analyzing immigration policies like the Chinese Exclusion Act, and reading the poetry of immigrants detained a century ago. Re-Imagining Migration’s approach has helped her create space for students to share their own migration stories, recognizing that “when it comes to studying stories of immigration, my students are all experts.”

This work reflects Re-Imagining Migration’s core belief that “stories of migration offer a lens into our past, present, and future” and create opportunities to build connections, understanding, and empathy.

Lander has implemented innovative approaches to help students define their own American identities. Together with her students, she launched the “We Are America Project,” a national initiative working with teachers and young people across the country to spark conversations about American identity led by the next generation. Re-Imagining Migration is proud to partner with the project.

Now in her role as a Re-Imagining Migration senior policy fellow, Lander developed a rapid response guide for educators and school districts by organizing a coalition of Massachusetts educators and organizations. This collaborative approach has created a model now being utilized by educators and organizations across 12 states—equipping thousands of teachers with practical tools to support immigrant students while strengthening educational communities for all.

Re-Imagining Migration has been instrumental in helping Lander connect with other educators across the country who are doing similar work. As she traveled throughout the United States researching for her book, she was struck by how often remarkable teachers and innovative programs were isolated from one another. Re-Imagining Migration bridges this gap by drawing together educators, researchers, organizers, and community members to learn from and collaborate with each other.