In our recurring 10 Questions series, the Neag School catches up with students, alumni, faculty, and others throughout the year to offer a glimpse into their Neag School experience and their current career, research, or community activities.
As the Neag School of Education’s new director of teacher education, Alyssa Hadley Dunn came to UConn at the beginning of 2023 from Michigan State University, where she was an associate professor of education. She also previously worked at Georgia State University, Emory University, and Boston College. She is the author of three award-winning books: “Teaching on Days After: Educating for Equity in the Wake of Injustice” (Teachers College Press, 2021); “Teachers Without Borders?: The Hidden Consequences of International Teachers in U.S. Schools” (Teachers College Press, 2013); and “Urban Teaching in America” (Sage Publications, 2011).
She has published dozens of articles in journals such as the American Educational Research Journal, Journal of Teacher Education, Teachers College Record, Urban Education, and Teaching and Teacher Education. A committed public scholar, she has contributed to the Huffington Post and National Public Radio. Among other awards, Dunn won the Critical Educators for Social Justice Revolutionary Mentor Award from the American Educational Research Association and Michigan State University’s Teacher-Scholar of the Year Award. A former high school English teacher, she received her master’s and Ph.D. in educational studies from Emory University.
Q: When did you first decide to become an educator, and how did you get into teacher education/teacher preparation?
A: I dreamed of becoming a teacher since third grade, and my passion for teaching grew as I progressed through each grade. In high school, I discovered my love for teaching reading and writing, which led me to pursue a career as a secondary English teacher in college.
A pivotal moment in my journey was during a project on national parks in which I created a diorama. My third-grade teacher praised my work and suggested that I should become a teacher, which resonated with me as I had always enjoyed playing school with my younger brother. Through high school and college, I had excellent educators who supported my desire to become an educator.
Being a “warm demander” is at the core of my philosophy as an educator, inspired by the concept developed by black teachers in segregated schools. It involves setting high expectations for students while providing caring and supportive guidance to help them meet those expectations.
As an undergraduate student at Boston College, I participated in the Teachers for a New Era grant program focused on preparing teachers for urban schools. This experience involved fieldwork, classes in Boston’s public schools, and observing exceptional urban educators who became influential models of justice and equity in secondary education. This program transformed my life, shaping my priorities and inspiring my pursuit of further education in urban education and teacher preparation.
Q: How do you foresee utilizing that background and experience at the Neag School?
A: I’m excited to be at the Neag School because of the shared commitment to equity and justice among faculty and students. Together, I want to strengthen partnerships with local schools and align our courses and programs with this important goal. In a time where teachers and curriculum face challenges, it is crucial to empower educators and students with the knowledge and skills to advocate for themselves and their students.
“I’m excited to be at the Neag School because of the shared commitment to equity and justice among faculty and students.” — Alyssa Hadley Dunn
Q: Tell us about your latest research project. What was involved?
A: My recent research focuses on teaching in the aftermath of trauma, tragedy, and injustice, which I refer to as “days after.” It originated from discussions with teachers about their actions following the 2016 presidential election. This led me to explore not only post-election days but also those following racial injustice, gun violence, environmental crises, local events, and tragedies. I investigated how teachers decide their approach on such days and what students desire. By interviewing over 100 teachers nationwide, I compiled their experiences and perspectives in a book titled “Teaching on Days After,” published in December 2021, featuring stories from approximately 35 educators.
Q: During the pandemic, what was the process of continuing and completing your research?
A: Due to the pandemic, my timeline for interviewing teachers got disrupted. I began conducting interviews in 2018, engaging with educators from diverse backgrounds in urban, rural, and suburban schools. I interviewed teachers of different grade levels, including those committed to equity and justice within their schools and those who felt like ideological outsiders. I had completed numerous interviews before the pandemic hit. However, the pandemic and the events of the summer of 2020, marked by the tragic murders of George Floyd, Ahmaud Arbery, and Breonna Taylor, prompted me to pause and engage with teachers about these pressing issues. I resumed interviews, capturing teachers’ experiences and insights on racial violence, injustice, movements for racial justice, and the impact of the pandemic. The teacher stories in my book span from 2018 to 2021, covering a significant timeframe of teaching on days after.
Q: What are some general outcomes from your interviews?
A: Teachers faced challenges teaching on days after traumatic events. They prioritized knowing their students and perspectives, fostering a sense of community where everyone felt valued. Some teachers faced administrative pressure to remain neutral but recognized the importance of addressing these events to prevent further trauma. The book showcases teachers who challenged the culture of silence and prioritized their students’ well-being and voices.
Q: How did the community that ultimately became part of your research develop, and what is the importance of your research?
A: Teachers’ responses to teaching on days after varied. Some isolated themselves, focusing on their responsibilities, while others formed collectives with fellow educators. I created a Facebook group in response to teachers’ requests for a virtual space, which quickly grew, reaching over 20,000 teachers from diverse backgrounds. This online network provides support, resource sharing, and meaningful dialogue for educators across different locations, including pre-service teachers seeking guidance. The collective concept of teaching on days after has gained significance within this community.
Days after pedagogy aligns with justice and equity frameworks like culturally sustaining pedagogy and abolitionist teaching. What sets it apart is the incorporation of asset-based pedagogy alongside the need for flexibility. Teachers must adapt and adjust their lesson plans in response to immediate circumstances beyond traditional standards and guidelines. Grounded in teachers’ actions and motivations, days after pedagogy addresses real-world events in critical teaching moments.
Q: As we know, it’s a challenging time for teachers. There are recruiting shortages and related issues across the state and country. What are your thoughts and ideas regarding helping teachers prepare for and hopefully stay in the profession?
A: Through my research on teachers’ public resignation letters, I uncovered the oppressive working conditions contributing to teacher retention issues. These resignations were seen as acts of activism, shedding light on the unsustainability of the current system. Platforms like Instagram and TikTok are now amplifying similar sentiments, emphasizing the need for improved educational working conditions.
To better prepare pre-service teachers, it is essential to equip them with an understanding of the sociocultural and sociopolitical context within schools. This knowledge empowers them to resist practices like teaching to the test and neoliberal reforms that threaten public education. Building a strong alumni community at the Neag School and UConn provides ongoing support and connection beyond the pre-service program, helping teachers navigate systemic challenges and focus on supporting their students in the classroom.
Q: Given your research expertise and close working relationship with the Neag School’s partner school districts, how do you propose helping them?
A: Teachers must have a voice in educational policy to ensure effective teaching practices. Often, teachers are instructed on what, how, and when to teach, sometimes constrained by scripted curricula and rigid benchmarks. However, extensive research demonstrates that responsive teaching tailored to individual students is essential for effective learning. When teachers lack autonomy and feel disempowered, burnout becomes prevalent.
Therefore, it is crucial to involve teachers at local, state, and national levels in policy implementation and creation. By considering the realities of classrooms and incorporating teachers’ expertise, policies can be designed to genuinely support effective teaching practices rather than relying solely on the perspectives of policymakers who may lack firsthand classroom experience.
Also, even though teacher education is about preparing pre-service teachers at its heart, it’s about ensuring better education for the children in our classrooms. So, I don’t want anyone to graduate from the UConn program who I would not want as a teacher of my children because, if I don’t want them as a teacher of my children, they shouldn’t be teachers of other people’s children.
“The [Neag School Teacher Education] program is special because it’s small enough to facilitate change toward equity and justice without lengthy bureaucratic processes. So, I was excited to be part of a community working toward making those changes and better preparing pre-service teachers for what classrooms look like today.” — Alyssa Hadley Dunn
Q: What are some of your goals as the new director of teacher education, and what brought you to UConn?
A: I believe in justice, equity, and teacher preparation. Our programming, courses, fieldwork, internship, and student teaching should align with these values. The Neag School prioritizes recruiting students of color and first-generation students, which is important because the teaching profession lacks diversity. Retention is crucial both in our School and in the field. I want to hear from pre-service teachers, especially those of color and first-generation, to improve the program and provide better support.
We also need to enhance the preparation of our teacher education faculty, increase diversity among them, and connect with communities like Hartford, East Hartford, and Manchester, where students of color need more support and districts are committed to justice and equity.
I am originally from Waterbury. Coming back to Connecticut and being closer to family brought me great excitement as I joined the UConn teacher education program. I appreciate the program’s size, which is significant enough to have a meaningful impact in a state like Connecticut. It’s worth noting that UConn alumni are teaching in nearly every district within the state and many are even teaching in neighboring states.
The program is special because it’s also small enough to facilitate change toward equity and justice without lengthy bureaucratic processes. So, I was excited to be part of a community working toward making those changes and better preparing pre-service teachers for what classrooms look like today.
Click here to view a video of Alyssa Hadley Dunn speaking about her work and research.
