











































Familial Wisdom in the Classroom


Volume 2, Issue 1 
2018 

Allies for Education 2018, 1, 2 
https://journals.library.csuci.edu/ojs/index.php/afe 

 
Familial Wisdom in the Classroom 
 
Nadia Rosales 
9th Grade Student 
West Linn-Wilsonville School District 
Tualatin, Oregon 
 
Danna Renee Lomax 
Teacher on Special Assignment 
Multi-Tiered Systems of Support (MTSS)  
Ventura Unified School District 
Ventura, California 
 

At Anacapa Middle School in Ventura, California, many teachers believe that change begins in the 
classroom at the grassroots level. These educators are working to create units that integrate peace 
education. What is peace education, and what does it look like in practice? According to Bajaj and Chui 
(2009), peace education includes the co-disciplines of development education, human rights education, 
environmental education, conflict resolution, and disarmament education (p. 449). On this campus, 
groups of teachers collaborate to create units that focus on peace with ourselves, peace with each 
other, and peace with the planet. They use a critical framework that asks students to assess their 
attitudes, beliefs, and actions on a spectrum from isolating to building community. They practice 
evaluating both local and global events (from bullying to bombing) using this framework and common 
language. The unit discussed below was developed and implemented in this context. 

Nadia was a 7th grade student in a 4th period English Language Arts class at Anacapa Middle School 
during the 2016-2017 academic year. Her teacher, Danna, had taught middle school for over 20 years. 
The unit presented here, What does it mean to be educated?, sought to invite community and family 
members into the classroom in order to tap into familial wisdom, generate cross-generational 
conversations, build classroom community, and foster a home-school connection. In this article, Danna 
and Nadia (now a ninth grader) describe what they experienced while creating their projects. 

Into:  What were you thinking as you began this project?  
 
Danna : 
This unit was inspired by my grandmothers. Although my parents were loving and involved, my 
grandmothers, in large part, helped raise me. They cooked, cleaned, groomed, corrected, encouraged, 



Familial Wisdom in the Classroom 
Nadia Rosales, Danna Renee Lomax 

Allies for Education 2018, 2, 1 
https://journals.library.csuci.edu/ojs/index.php/afe 
 

and loved me. Two very different women – Pamela Mae Tirado, my paternal grandmother, and Sarah 
Lucy Bray, my maternal grandmother – were among the smartest women I know; yet neither of my 
grandmothers (or grandfathers) went to college, nor did my parents.  

Grandma Pam was born in Bakersfield, California of Mexican and Irish first-generation U.S.-born parents, 
and she did not attend school beyond 6th grade. Bright, funny, and inquisitive, Grandma Pam loved 
reading the dictionary. She was a true wordsmith who kept daily logs of the details of her life for over 30 
years. She wished she had had more formal education, and she would have excelled in school. Given 
access to university, Grandma Pam would have been an even stronger advocate for students who are 
socio-economically disadvantaged and those with special needs, or she might have become a famous 
writer and best-selling author. 

Grandma Lucy was born in Lamar, Arkansas of farming parents. Quiltmaker, culinary artist, singer, 
seamstress, painter, weaver, and gardener, she did graduate from high school, but she did not attend 
college. If she had had access to higher education, Grandma could have thrived in the study of 
sustainability, agriculture, art, music, nutrition, business, or public policy.  

It makes me happy to think about my grandmothers. It’s fun to imagine what they would have studied 
had they gone to college. Still, even without having attended university, both extraordinary women lived 
interesting and full lives. In creating this project, I hoped to somehow bridge home and school, to offer 
students the opportunity to have meaningful discussions with the adults in their lives and to try to make 
sense of what it means to learn and to be educated. I hoped they could have the types of conversations I 
wish I could have today with my grandmas. 

At our Title I school, 66% of students receive free or reduced lunch, and those who will go on to attend 
college are likely to be the first in their families to do so. Like my grandmothers, the adults in many of 
our students’ lives have not had access to higher education, yet they have a variety of skills and a depth 
of knowledge that they share with their children. Their familial wisdom is a valuable resource in our 
school community, but it is often untapped. This unit was developed with the intention of offering 
students a structured opportunity to look more closely at the gifts, talents, knowledge, and values of the 
adults in their lives and to have conversations about life, learning, and education. In addition, this unit is 
structured to include live interviews which serve as an invitation for parents to come into the classroom. 
The essential questions students were asked to consider were: What does it mean to be educated? And 
Is school worthwhile? Why or why not? For the project, students were asked to interview an adult in 
their lives whom they admire and then create a presentation about their loved one’s experiences. 

Nadia : 
At the beginning of the project, before I even had a topic, I thought it was going to be very interesting to 
see what everyone had to say about the school system and about what it meant to be educated. I 
wanted to know what they thought just because I knew that most of my classmates, if given the 
opportunity, would stop coming to school. 

When I started this project, I had no clue who I was going to interview and what their skill was going to 
be. But then I started thinking about the people who have shaped me and my experiences, and my dad 
instantly came to mind because of everything he’s been through in his life. I thought that his story 
showed a different form of education that my peers should hear. I wanted them to hear what it was like 
for someone who didn’t actually go all the way through school. I thought that doing my project on how 



Familial Wisdom in the Classroom 
Nadia Rosales, Danna Renee Lomax 

Allies for Education 2018, 2, 1 
https://journals.library.csuci.edu/ojs/index.php/afe 
 

he was able to rehabilitate himself (after not getting much education from the school system) would 
show again a different perspective of the essential question: What does it mean to be educated? 

Through:  What was it like to do the interview? How did you feel while 
you were doing it? 
 

Danna : 
I was absolutely amazed by the students’ presentations! Students chose the mediums for their work and 
created presentations, brought artifacts and/or food, conducted live interviews, made films, and 
uploaded work to YouTube. They celebrated family members who cook, play instruments from their 
home countries, travel, work, parent, or dance all in the context of “what it means to be educated.” I 
was honored to watch students interact with their family members and listen respectfully to each 
other’s stories. Students learned about one another, heard many adults talk about what it means to be 
educated, and realized that their families’ stories matter.  

One student shyly began telling her mother’s story by saying, “Well, it’s not a very interesting story, but 
my mom’s special skill is parenting. She has helped my sister who got pregnant in high school get all the 
way to college.” I respectfully interrupted the student, and I reassured her that I was really interested in 
her mom’s story and special skill. I asked for a show of hands of the students who were also interested. 
Nearly every hand was raised. While listening to stories like this one, students practiced empathy, 
became vulnerable with each other, and built community on a deep level. 

  

  
Nadia : Students conducted live interviews, created presentations, and made videos. 



Familial Wisdom in the Classroom 
Nadia Rosales, Danna Renee Lomax 

Allies for Education 2018, 2, 1 
https://journals.library.csuci.edu/ojs/index.php/afe 
 

When I was creating the video, I was nervous. First of all, I was nervous because I knew my classmates 
were going to see it, and secondly, I was nervous because I thought about the impact this would have on 
my dad. I didn't want to bring back any bad memories, but I wanted our point to be clear. I wanted kids 
to see that even if you didn’t get enough school you could survive, but you should still go to school 
because it opens more opportunities. In my interview, my dad makes it clear that staying in school 
would have been better because he liked school, and life would have been easier for him and given him 
more choices.  

During the video, I was fidgeting with a string because I was just that nervous. About half way through 
the video my dad said he didn't like where this was going so we stopped to collect ourselves. He was 
uncomfortable because he felt like he was going to have to talk about all the bad things that happened 
in the past when he wasn’t in school. So we stopped the video. We decided that was not the point of the 
interview. The whole point was to prove that although an education is important, it is okay if you go 
another route. Your life can still turn out ok. So we went back to filming and started the interview again.  

It was scary to film this interview. Why? Because it was kind of hard to have this conversation with my 
dad. His past is not normally something I would talk about with him. Overall, though, it was good to do 
this interview because we did get to talk about the impact that not being able to go to school had on his 
life. 

Nadia's Interview Video 

 

 

https://drive.google.com/file/d/1Isi6PBWtS49LkcjH53E1oQjEfNCn9Ian/preview
https://drive.google.com/file/d/1Isi6PBWtS49LkcjH53E1oQjEfNCn9Ian/preview
https://drive.google.com/file/d/1Isi6PBWtS49LkcjH53E1oQjEfNCn9Ian/preview
https://drive.google.com/file/d/1Isi6PBWtS49LkcjH53E1oQjEfNCn9Ian/preview
https://drive.google.com/file/d/1Isi6PBWtS49LkcjH53E1oQjEfNCn9Ian/preview


Familial Wisdom in the Classroom 
Nadia Rosales, Danna Renee Lomax 

Allies for Education 2018, 2, 1 
https://journals.library.csuci.edu/ojs/index.php/afe 
 

Beyond: How does it feel looking back at this project? What did you 
learn? What might you have done differently? How will this project 
impact your work in the future? 
 

Danna : 
In Room 9, we use the “Spectrum of Peace” to measure our behavior, attitudes, and responses. The 
Spectrum of Peace is a continuum between ISOLATING and BUILDING COMMUNITY. When people 
interact, we analyze their behaviors using this model. Does a given action bring people together or 
separate them? Is it neutral? We use this continuum not only to consider our own behavior, but also to 
reflect on issues that arise at school, topics that come up in the curriculum, and current events. This 
work borrows from Elise Boulding’s concept of “peaceableness” which she describes as “an action 
concept” involving “a constant shaping and reshaping of understandings, situations, and behaviors” that 
create “well-being for all” (as cited in Crews, 2005, p. 78). Boulding maintains that it is important to 
understand the nature and history of conflict, but she encourages us to focus more on the types of 
interactions that are respectful, collaborative, positive, and peaceful. Boulding, Professor Emerita of 
Sociology at Dartmouth College and a renowned peace activist, has focused on imagining and 
constructing notions of peace that exist as separate from conflict (p. 38). Boulding acknowledges the 
work against structural and cultural violence, yet she advocates for setting up a “parallel system” that 
focuses on promoting the concept of peace that does not include a discussion of violence (p. 39). In 
doing so, she has developed the concept of cultures of peace. Boulding defines cultures of peace as: 

A mosaic of identities, attitudes, values, beliefs, and institutional patterns that lead people to 
live nurturantly with one another, deal with difference, share their resources, solve their 
problems, and give each other space, so no one is harmed and everyone’s basic needs are met. 
(p. 39) 

For Boulding, part of the work of promoting peace is “to imagine, play, and daydream about that peace 
culture” (p. 40). Boulding’s definition of peaceableness offers an alternative approach to peace that goes 
beyond peace as a reaction to violence. This project was intended to be a peace building project. It 
provided students opportunities to develop empathy as they listened to each other’s stories and 
realized the complexity of each other’s lives. It also provided them opportunities to imagine together 
the possibilities for themselves and their families.  

Relationships happen over time, and this project helped students build community and peace in our 
classroom. During the year, Nadia had been a strong, outspoken voice in our class. She confidently 
spoke her mind about a variety of topics including feminism, the 2016 election, and immigration. It 
seemed to me that Nadia was often targeted because she was willing to voice her opinion. In this 
project, Nadia was honest and vulnerable, and it seemed that, as a result, some students softened 
toward her. She took a risk, and her colleagues appreciated and reacted to her willingness to show her 
heart. 

 

 



Familial Wisdom in the Classroom 
Nadia Rosales, Danna Renee Lomax 

Allies for Education 2018, 2, 1 
https://journals.library.csuci.edu/ojs/index.php/afe 
 

Nadia : 
When I presented the video to the class, I was proud of what I made. I thought it was a good interview. 
Re-watching the video nearly 7 months later, I am still proud. Now this video has become kind of 
famous. Ms. Lomax asked me if she could use it as an example for all of her future classes, and I was 
honored. Then the video was seen by people at the Southern Poverty Law Center, and they filmed my 
Dad and me (separately) and asked us questions about it. Then Ms. Lomax told her friend, Kaia, about it 
and she suggested we write an article about the experience. With everything that has happened 
because of the interview, I am prouder than before. I had no clue when I was watching it for the first 
time just how big its impact would be. I think the impact is so big because I’m letting people see my Dad 
and me just talk about our lives, and people don’t usually get to see that. 

In this project, I learned that being educated doesn't just mean graduating and getting a college degree. 
Before this project, I thought that getting a degree was the most important thing in the world, but I now 
know that not everyone gets a chance to go to school, and it's okay to get your education somewhere 
else. Don't get me wrong, I still think going to school and getting a degree is important, and I definitely 
plan to go to college. But at the end of the day, it is YOUR education and you can do what you want with 
it...if you go a different path, it can be ok. My Dad has a great life and a great family. 

My relationship with my dad has grown from this interview because I think that know he knows I respect 
him no matter what form of education he got. We got to bond over filming with the camera crew from 
Southern Poverty Law Center. We talked about the questions they asked us. Another thing I learned 
from this project is that it is good to share your knowledge, whatever it may be, with other people. I 
don't think I would've done anything differently. In the video, I think I should've looked up more, but I 
also think my nervousness gave the video a touch of emotion. I want to be a music teacher when I’m 
older. I think that I will use projects like this that ask kids about their families and lives so that I can 
connect with them. 

Mother Teresa once said, “If there is no peace, it is because we have forgotten that we belong to each 
other” (2008). When we take the time to welcome the community and familial wisdom into our 
classrooms, to celebrate each other’s skills and knowledge, and to play and imagine together, it becomes 
clear that we belong to one another. 

 

 

  



Familial Wisdom in the Classroom 
Nadia Rosales, Danna Renee Lomax 

Allies for Education 2018, 2, 1 
https://journals.library.csuci.edu/ojs/index.php/afe 
 

 

About the Authors 

 

Nadia Rosales is a 9th grade student in Oregon. She is a 
scholar athlete who plays on the high school soccer 
team and plays the violin. Her college of choice is 
undecided, yet she is determined to pursue university 
education. Her goal is to be a middle school music 
teacher. She would like to thank her dad for agreeing to 
participate in this interview and her mom for being the 
camerawoman. 

A mother, bilingual educator, and activist, Danna Lomax 
currently serves as the Multi-Tiered Systems of Support 
Teacher in Ventura, California and Lecturer at California 
State University Channel Islands. She creates trans-
disciplinary, project-based units in Spanish and English 
that encourage students to promote peace with 
themselves, each other, and the planet. Danna’s 
recognitions include: Earth Charter Summit Award, PBS 
Innovation Award, Fulbright Teacher Award, AAUW 
Career Development Grant, and 2018 Excellence in 
Teaching Award from Teaching Tolerance. Danna 
believes that peace education must lead to action. 

 

References 
Bajaj, Monisha and Chiu, Belinda. (2009). Education for Sustainable Development as Peace Education. 
Peace & Change, 34(4), 441-455.  

Boulding, E. (1996). Toward a Culture of Peace in the Twenty-first Century. Social Alternatives,15(3), 38-
40. 

Crews, R. J. (2002). A Model Proposal for Peace Studies. Peace Review, 14(1), 73-80. 

Mother Teresa. (2008). Mother Teresa reflects on working toward piece. Retrieved from 
https://legacy.scu.edu/ethics/architects-of-peace/Teresa/essay.html 

https://legacy.scu.edu/ethics/architects-of-peace/Teresa/essay.html

	Familial Wisdom in the Classroom
	Into:  What were you thinking as you began this project?
	Through:  What was it like to do the interview? How did you feel while you were doing it?
	Beyond: How does it feel looking back at this project? What did you learn? What might you have done differently? How will this project impact your work in the future?
	About the Authors
	References

