Growth at Butler pt.1

Beyond Butler’s limestone façade, students hide from the dilapidated gas stations, apartments, and businesses on 38^th street, beside which North United Methodist Church proudly stands. For a passerby, this juxtaposition indicates racial and economic disparity. After spending a summer interning with North, however, I learned to appreciate the architectural contrast and its embodiment of solidarity between members of the church and surrounding neighborhood. The socioeconomic diversity in the area is the precise reason I decided to make Butler home.

In college I hoped to acquire the skills necessary to become a responsive teacher for children experiencing urban poverty. Throughout my first three years, I explored literature written by teachers and scientists, conducted experiments, and volunteered at local schools to gain insight into my quandary. Though all of these endeavors supported of my mission, I noticed my passion for inquiry and joy of discovery diminishing. I resolved that I needed to incorporate my complete self into my work. I had lost touch with the Ellen who taught herself piano in Lilly Hall, wrote poetry in Holcomb Gardens, attended Church, and comforted friends with ice cream on their bad days. I somehow knew that these other facets of my personality would renew my purpose and enhance my pursuit of educational equity in Indianapolis.

Shortly after I made my resolution, I discovered Project Transformation. My unique talents within the organization enabled me to develop a faith-based curriculum which promoted literacy and social-emotional skills through arts and health education, play, and structured reading time.

Over the course of nine weeks, my interactions with members of the church who mentored me and the children whom I mentored changed the questions I asked, the resources I consulted, the methods I used, and the values I held.

While I still believe in the importance of holistic education, knowledge, and inquiry, Project Transformation showed me that the most important prerequisite for life-long learning is empathy. With empathy embedded into our curriculum, I watched wall flowers bloom into bold leaders and bullies befriend the shy and the awkward. I also recognized that I wasn’t going to deliver anyone from institutionalized racism and systemic poverty by teaching them how to read, or ride a bike, or play the ukulele.

What I carry with me today is not one but many new perspectives. One way these perspectives influence my life is in my research. For my senior thesis I decided to explore how empathy and perspective taking impacts the social acceptance of children growing up in poverty. Another way I have been changed is in my career ambitions. I have just accepted the position of Youth Development Professional for the Boys and Girls Club at Pleasant Run Elementary School. There, I will coordinate my efforts with students and their families in order to best support them. I’ve learned that there are no textbook solutions for inequity. Therefore, I believe empathetic listening and servant-leadership are the most meaningful things I do outside of the classroom.