EdSurge Voices of Change Writing Fellowship

Ryan Burns (he/him) is an English teacher at Smithfield High School in Smithfield, Rhode Island and an adjunct professor at Rhode Island College. With a doctorate in literacy, culture and language education from Indiana University, his research explores social justice and critical literacy in English education, LGBTQ+ adolescent literature, and the stories and experiences of queer educators in the classroom. As a mentor to new and aspiring educators, Burns draws from his experiences as a Rhode Island Writing Project teacher consultant and a Teach Plus Teaching Policy Fellow. His writing has appeared in multiple academic publications, including “Acts of Resistance: Subversive Teaching in the English Language Arts Classroom” and “Queer Adolescent Literature as a Complement to the English Language Arts Curriculum.”

Fatema Elbakoury (she/her) teaches English language arts at June Jordan School for Equity, a high school in San Francisco. Prior to teaching high school, she taught middle school ELA for two years. Before teaching, she studied religion at Harvard Divinity School and received her master’s degree in education from Stanford University. Outside the classroom, Elbakoury is working on a novel and enjoys traveling, reading and trying to be present.

Gene Fashaw (he/him) is a middle school math teacher at High Point Academy in Aurora, Colorado. Fashaw earned a Master of Arts in teaching from the Relay Graduate School of Education at Rutgers University. He has engaged in numerous programs that increased his educational leadership capacity in state and federal policy advocacy, SEL and STEM program development and instructional leadership. As a graduate of Morehouse College, he is obliged to serve his community, unapologetically. In addition to being an educator, Fashaw is a husband and father to two children.

Noelani Gabriel Holt (she/her) is a dedicated and passionate principal at Girls Prep Bronx II in Bronx, New York. With experience as a teacher, nonprofit program director, restorative practitioner, and equity and inclusion consultant, she has received recognition for her contributions, including the 30 Under 30 Changemakers Award, BLACC Educator of the Year Award, and multiple grants for her work in addressing disparities in school discipline. She holds a Bachelor of Arts from Cornell University, a Master of Education in curriculum and teaching from Boston University, and a professional certificate in restorative justice practices from Suffolk University. Gabriel Holt is currently completing a school building leader certification program through the New Leaders Program affiliated with Bank Street College of Education.

Edgar Miguel Grajeda (he/him) is an elementary art teacher at Truesdell Elementary School in Washington, D.C. As a first-generation immigrant and formerly undocumented student from Guadalajara, Mexico, he champions equitable access to education for underserved communities. Grajeda’s impactful education journey includes roles as a Teach for America Corps member and a Fulbright Scholar in Taiwan. Grajeda earned his Bachelor of Arts in philosophy and Chicano Latino Studies from California State University, Long Beach, and his Master of Arts in educational studies from Loyola Marymount University. Driven by his unwavering commitment to self-improvement and learning, Grajeda is currently pursuing a Master's in policy management at Georgetown University's McCourt School of Public Policy.

Hind Haddad (she/her/hers) is an Arabic Teacher at the International Academy of Columbus in Columbus, Ohio, dedicated to fostering inclusive learning environments and promoting equity in education. With a background in multicultural education and extensive experience working with diverse student populations, Haddad is passionate about empowering the voices of marginalized communities. She holds a Master of Education in curriculum and instruction from Ashland University and a Master of Arts in Islamic Studies from the University of Jordan. Haddad's commitment to social justice extends beyond the classroom as she actively engages in community outreach and advocacy efforts. She seeks to inspire positive change and advance educational equity for all students through her writing and research.

Rachel Herrera (she/her/ella) is a physics teacher at Mission High School in San Francisco. Herrera is a recipient of the Knowles Teaching Fellowship and earned her Bachelor of Science in mechanical and aerospace engineering from Princeton University. After completing a Fulbright Fellowship in Mexico, she worked in grants management and disaster recovery at Deloitte Consulting before receiving her master’s degree in education from Stanford University. As an educator, Herrera combines her content knowledge and passion for science with over a decade of experience in bilingual teaching and activism within the Latino community. Outside of the classroom, she enjoys boxing, playing soccer and water polo, completing the New York Times crossword and attending weekly trivia nights with friends.

Lauren Snelling (she/her) is an early childhood counselor at the University of Chicago Laboratory Schools in Chicago. Snelling is a trained trauma psychotherapist turned educator, counselor and speaker who is committed to disrupting systems in an effort to support Black children and to help all children create a strong foundation of identity. In 2022, she was awarded the Mary V. Williams Award for Excellence in Teaching. Dedicated to rest, self-care, community building and creating positive visibility within the early childhood field, she is a member of the Early Childhood Leaders of Color Collaborative. In her free time, she forages and gardens with her son and is an advocate for food sovereignty, which is foundational to her work as a herbalism apprentice at Urban Growers Collective.