INTRODUCTION
I departed institutionally-based teaching in order to work with more diverse populations in informal, community-centered settings. Most learning takes place outside the traditional classroom; I decided to bring the skills I’d honed in the classroom into the community to create emergent curriculum that resonates with the world we’re living in and asks the questions demanded of individuals who want to live responsibly, ethically, and compassionately within it. Through risk-taking, critical inquiry, and real-world learning, my students and I co-create a classroom without walls that welcomes all perspectives, backgrounds, and abilities as we collectively pose the big questions and attempt to figure out our small place within them.

In my private instruction, group classes, and intentional, population-specific learning circles, I blend writing, history, social justice, literature, politics, and media literacy. I work in partnership with students to build critical acumen and creative confidence and ensure that all participants in my classes, circles, and workshops feel seen, heard, and supported on their learning journeys.

BACKGROUND
My own educational trajectory has involved a high degree of self-directed learning, independent research, community engagement, and “extracurricular” pursuits. I attended a college modeled on individualized and interdisciplinary study, in which all students worked closely with an advisor and additional mentors to craft a curriculum that reflected their intellectual interests and creative aspirations. There, I met mentors who nurtured my love for learning and unique interests and perspectives while also broadening them. The success of the program relied upon student responsibility, intensive mentoring, and a broader environment of community support and engagement. In graduate school, I continued to mold my educational ambitions as I pursued more immersive research, writing, and teaching in the fields that captivated my interests: cultural studies, minority literature, and information ecology. I also worked consistently to bridge my academic studies with community-based activism and education.

APPROACH
These learning experiences have shaped my approach to teaching: I meet my students where they are and take them where they want to go. I design curricula that foster their innate curiosity and expand its reach. I am excited and directed by their passion and am accessible, resourceful, and flexible. My background and interests are thoroughly multidisciplinary and multi-dimensional, and constantly evolving. I have both a broad and deep knowledge of topics in the humanities, the arts, and social sciences. Self-directed learning is my passion, and I continue to follow my interests on whatever path they lead.

AREAS OF SPECIALIZATION 

• World History, including U.S., European, and African histories
• World literature: poetry, fiction, nonfiction, ephemera of all sorts and shapes
• Social justice movements and transformative politics
• History and Theory of visual and performing arts: music, painting, dance, sculpture, theater
• Information Studies: history and theories of the media and visual culture
• Politics, including the study of the practice of government and theories of governance
• Philosophy, Sociology, and histories of social theory
• ACT & SAT Test Preparation
• College Essay focus

CURRENT OFFERINGS

I meet with students in-person throughout portions of Alameda, Contra Costa, Marin, and San Francisco counties and work remotely with students across the country. I teach several ongoing classes and learning circles and meet 1:1 with youth and adults. I also facilitate regular creative programming at local libraries. You can find the upcoming schedule on my events page.

VENDOR STATUS
I am a participating vendor with Valley View/Pacific Charter Institute, Vista Oaks, Visions in Education, and Summit Academy.

Please contact Rachel directly for more information: rosekindness@gmail.com