Literacy Autobiography: How Representation Fuels Our Mission
by Kamillah Dawkins
Early Experiences with Reading
Growing up, books were constant companions—yet they often felt like windows into worlds that were not my own. I would scour library shelves, searching for stories that spoke to my experience, my heritage, and my dreams. It was a quest that often left me wanting, highlighting a gap in my literary landscape that I yearned to fill.
While I loved reading and exploring worlds unlike my own, my discussions with my parents, peers, and beloved school librarian often focused on the characters I wanted to see and the stories I longed to read—narratives that reflected the richness of my cultural background and the complexity of my identity as a young Black first-generation Jamaican girl, growing up in America. Although these formative years were marked by a sense of exclusion, they fueled my determination to create spaces where future generations wouldn’t have to search as hard for their reflections in the stories they read.
Middle School: A Turning Point
My turning point came in middle school when I discovered the power of a single book.
Middle school introduced me to Mildred D. Taylor's Roll of Thunder, Hear My Cry, a revelation that mirrored the experiences of a Black family similar to my own. For the first time, I saw a story that resonated deeply with my identity and history. Reading it was a transformative experience. Years later, I passed the book to my sister, who was equally moved. This book was more than just a narrative; it validated my existence.
The impact of Taylor's work on my personal and academic growth was profound. It ignited a passion for reading and writing that I had not known before, opening my eyes to the power of literature to inspire, challenge, and change me. I would spend hours journaling about the themes of the book, drawing parallels to my own life, and dreaming of creating a space where such powerful stories could be shared with others.
High School: Expanding Perspectives
High school introduced me to Maya Angelou's I Know Why the Caged Bird Sings. Angelou's poignant narrative and eloquent exploration of identity, resilience, and liberation spoke to a deeper part of my soul. It was a book that again my sister and I eventually developed a shared passion for. We discussed it fervently, speaking to the impact of Angelou's words on our own perceptions of self and society.
These discussions were not just academic; they were deeply personal. They allowed us to explore our own experiences with race, gender, and identity, using Angelou's life as a lens through which to view our own journeys.
Teaching Career: Integrating Literacy and Social Studies
As a social studies teacher, I found a unique opportunity to integrate my love for literacy with my passion for history, creating a multidimensional learning experience for my students. In the classroom, I explored ways to use literature as a gateway to understanding the complexities of human civilizations. My classroom became a space where stories from around the world were not just read but experienced, connecting the past with the present, the global with the personal.
This approach to teaching was about more than just conveying historical facts; it was about fostering empathy, encouraging critical thinking, and building connections across cultures. My goal was to show my students that history is made up of stories—stories of real people whose lives and experiences can teach us invaluable lessons about the world and our place within it.
Doctoral Journey: Culturally Responsive Leadership and Pedagogy
Reflecting on my relationship to literacy has been the catalyst for my deep-seated belief in the importance of representation in literature. My reading journey taught me that to truly engage young readers, we must provide them with stories that reflect their own lives and struggles, stories that empower and affirm.
The decision to pursue doctoral studies at the University of Pennsylvania was driven by a desire to deepen my understanding of culturally responsive leadership and pedagogy. My sister, always my sounding board and partner in intellectual exploration, supported this journey, recognizing its potential to enrich our collective mission. Our conversations during this period were rich with discussions about educational equity, the role of culture in learning, and the ways in which we could further our impact through a literacy learning center.
This academic journey was more than a personal achievement; it was a step towards realizing the shared vision my sister and I have for creating educational spaces that genuinely reflect and celebrate the diversity of our student's experiences. The coursework and research provided a solid foundation in the theoretical underpinnings of culturally sustaining pedagogies, supporting the practical work we’re undertaking at our literacy learning center. My studies have reinforced the importance of this mission, strengthening my resolve to challenge traditional education models and advocate for practices that uplift and empower all students.
Our commitment to culturally responsive education has always been about more than just theory. It's about action—about creating real change in the way literacy is taught and experienced.
