3rd Grade Teacher
7 Years of Elementary Teaching
Anti Bias Anti Racist Pedagogy

University of Texas at Austin
B.A., Elementary Education, Language & Literacy Specialization
M.Ed in progress, Teacher Leadership, Mentorship, and Professional Development, expected 2021

Meagan Lee is a 3rd grade teacher in Austin, TX. Throughout her 7 years in the classroom, Ms. Lee has worked towards dismantling systemic inequities with her 1st to 5th grade students and across private and public school contexts.

Ms. Lee’s academic interests include: and anti-bias, anti-racist pedagogy, critical literacy, neurodiversity in general education, and inclusion practices, .

Ms. Lee is a granddaughter of Chinese immigrant paper sons — their legacy of sacrifice and resistance carry her in her work as an anti-bias, anti-racist teacher and citizen.

Curriculum Roots

Critical Literacy

Ms. Lee curates diverse texts from #ownvoices to amplify BIPOC authors. She actively resists tokenism through highlighting diversity found within historically marginalized people groups.

Anti Bias
Anti Racist

Ms. Lee contextualizes ABAR pedagogy for her specific students.

Student led inquiry into critical topics open up space for authentic self evaluation of bias and racism and a path forward in resistance.

A collaborative approach to coaching and mentoring preservice teachers are highlighted in these images.

Instructional Design

Collective Learning

Student thinking is represented as a collective, in-process, messy visual.

Together, we construct knowledge and understanding.

Through ABAR pedagogy, critical questions are brought forward as a community think tank and collective quest for understanding.

Our understanding as a community pushes us forward in our fight for justice and equity for all.

Cultivating Personal Process

Ms. Lee capitalizes on the power of the Writer’s Notebook by giving ample time for writers to follow their own agendas.

Curriculum is designed for students to have open ended responses to issues of justice.

Seen to the left, The National Park Project invited students on an exploration beyond just the landforms and beauty found in the parks. Issues of justice for Indigenous people whose ownership of land must be honored and upheld was central to student led research. Students processed these issues through research using the National Park Service website and Newsela articles as they explored issues of conservation, environmental justice, and Indigenous rights.

The design of these curricular pieces show the openness and simplicity needed for authentic ABAR work. Young learners must be given the time to contribute their own thinking, given support through trauma-informed practices, or given the space to confront their own prejudice and racism.

Collective & Personal Learning Leads to Action

After students engage in collective and personal learning, Ms. Lee engages students in a continuous, iterative process of moving towards social action.

Social action or advocacy birthed through the exposure to diverse literature in collective and personal ways can be: visual and artistic, a tangible response to a physical need, or an internal, personal attitude, belief, or behavior change. This could look like: a response to literature, action in our school community, advocacy through letter writing, etc.

The goal through it all is authenticity and sustainability. Ms. Lee strives for authentic response and identity development for students to see themselves as justice seekers and change makers. This fight for justice will last beyond the doors of our classroom and the scope of our school year, but it all starts here.

Guiding Principles

Ms. Lee pulls from many researchers, theorists, and leaders throughout the fields of education in both researcher and practitioner settings. The merging of theory and practice is imperative as we seek to create sustainable ABAR curriculum that teachers can enact daily with every conversation, lesson, and unit that happens for all classrooms across our country.