Proud Rural Teacher
Jessica Brogley
Recent Episodes
In this episode, we're heading to the Riverdale School District. The Riverdale School District is about 50 minutes north of Platteville. It encompasses several small towns, but most notably Blue River, Avoca, and Muscoda. The high school, where we're going today, is in Muscoda. The district itself is definitely rural with just over 700 students K12. You're joining me on this three-part tour with their agricultural education teacher, Kally Koch, to learn what their agricultural education department of one is doing and how the school district has supported her and her kids, and lastly how the community has historically wrapped around agricultural education. It's absolutely remarkable what they have for assets in the district. You're going to tour the following three places: 1.) the building at the high school, 2.) their school farm, And lastly, 3.) their brand new agricultural center, the Jack Meister Agricultural Center, is just 3 miles from the high school. This is definitely gonna be one of our longer episodes, so stick with me. Be sure to check out the show notes at proudruralteacherpodcast.com. I'll include a lot of photos to help match what Kally telling you and give you some inspiration. Stick with me. It's gonna be a good one. So, we're heading up to Muscoda, Wisconsin today to learn all about the agricultural education program and community support with the Riverdale School District. Visit the ProudRuralTeacherPodcast.com for photos and relevant links.
Today I'm talking with Dr. Jill Underly, the State Superintendent of Wisconsin Public Instruction. On July 5th, Governor Evers signed off on a two-year spending plan for the state of Wisconsin, and I've been following all sorts of reactions. On more than one occasion, I found myself thinking, "Gosh, I wonder what Dr. Underly thinks." So, here we are. This episode is a conversation with Dr. Underly to hear thoughts. To learn more about the Wisconsin Department of Public Instruction, visit https://dpi.wi.gov/. To read a full transcript of this podcast episode, visit https://proudruralteacherpodcast.com/.
This is probably one of the most difficult episodes to weave together because back in my own K-12 teaching days, I think it’s fair to say that I could’ve done better to integrate indigenous perspectives and history into my English classroom. It’s something I look back on with regret. I know that in my own undergraduate studies, I learned very little about Act 31. The School of Education here at UW-Platteville has made it our mission to make sure our students truly understand the importance of responsive teaching practices and how to authentically and respectfully integrate education on the history, culture, and tribal sovereignty of the 11 federally recognized tribes in the state. For me, that means immersing myself in opportunities like supporting our pre-service educators during their practicums in the Bayfield school district, attending book studies and workshops, and having honest, humbling conversations. Last summer I attended the virtual Wisconsin American Indian Summer Institute and this fall I joined in on a virtual book study on Anton Treuer's book “Everything You Wanted to Know About Indians but were Afraid to Ask.” All great opportunities. I was doing some research, recently, looking for Wisconsin K-12 examples of educators integrating Wisconsin indigenous history, culture, and contemporary issues into coursework. Most of my discoveries were from school districts adjacent to tribal land or where the student body was mostly Native American. I really had a hard time finding solid examples the further I looked south, for example. Now that could be simply because someone’s efforts were published online, but what if that true that the further we are from tribal lands or native nations, the less authentic our schools integrate education on the history, culture, and tribal sovereignty of the 11 federally recognized tribes in the state. In order to prompt some discussion on this, I decided to reach out to Dr. Anton Treuer, professor of Ojibwe Bemidji State University in Minnesota, and Dr. Georgo Delbow, a social studies teacher in the Clinton School District, in Southern Wisconsin. If you’re in a school not near tribal land or native nations, I’m hoping you’ll feel inspired to tackle this work even if it's challenging and uncomfortable. And if you’re already working to appropriately integrate Wisconsin indigenous history, culture, and contemporary issues into your coursework, I’m hoping this episode inspires you to share your story as a way to inspire other teachers.
Wisconsin DPIs American Indian Studies -- Be sure to check out the upcoming events!
Wisconsin First Nations -- Spend lots of time here! It's packed with resources.
On April 12th, the UW-Platteville School of Education hosted the Rurally Responsive Conference, which was sponsored by the Tommy G. Thompson Center for Public Leadership. The conference included a presentation by Dr. Sky Marietta, an assistant professor at the University of the Cumberlands and author of the book “Rural Education in America: What works for our students, teachers, and Communities.” Sky grew up in Appalachian Kentucky, the fifth of her parents’ seven children. She went to college at Yale, became a teacher on the Navajo Nation, and then received her doctorate from the Harvard Graduate School of Education in child development with a focus on language and literacy. Today’s interview is just a short snip-it of what she shared on campus. Be sure to check our show notes at https://proudruralteacherpodcast.com/ for a link to her full presentation at UW Platteville from the 12th.