By: Alexis: Jimenez Maldonado
Our “Community Profiles” interview series highlights the longstanding members of our community at the Edmond & Lily Safra Center for Ethics. This conversation occurred on November 6, 2023. The transcript of the interview has been edited for clarity.
Equity and Engagement Fellow Natalie Sew is a teacher and researcher currently working in qualitative research, specializing in youth voice and participatory research methods. As a researcher-practitioner, Natalie is experienced in working with communities to develop research that reflects the experiences, values, and needs of those it impacts. At the Democratic Knowledge Project, a curriculum initiative of the Edmond & Lily Safra Center for Ethics, Natalie is working to improve civic education through deeper collaboration with teenagers, families, and communities in Massachusetts. In schools, Natalie has worked closely in the community as a teacher, instructional coach, and served on her local school board.
Natalie holds Qualified Teacher Status in England; a BSc in Anthropology from University College London; an MA in Educational Leadership from UCL’s Institute of Education and an Ed.M in Learning Design, Innovation and Technology from the Harvard Graduate School of Education.
Alexis Jimenez Maldonado: You joined the Center’s community as an Equity and Engagement Fellow at the Democratic Knowledge Project, a curriculum initiative of the Edmond & Lily Safra Center for Ethics in 2022. What motivated your decision to pursue a fellowship with the Center?
Natalie Sew: I'm thoroughly enjoying my time in this fellowship, which aligns perfectly with what I hoped to achieve from my master's at Harvard. This fellowship allows me to conduct research whilst valuing all my experience in schools, allowing me to continually draw on my seven years in the classroom. It uniquely blends research with a tangible application as we support the development of a civics curriculum for eighth graders in Massachusetts. I’m able to step back, observe, conduct research, and explore ways to enhance outcomes and experiences for students and their communities while supporting teachers in delivering effective instruction.
My interest in educational ethics, developed during my master's at the Harvard Graduate School of Education (HGSE), led me to the Center. I heard Prof. Meira Levinson talk on educational ethics and the blend of research and application immediately captured my attention, and I've been engaged with the Center since then. The fellowship's methodological approach, emphasizing participatory work and a combination of practice-based and academic research knowledge, aligns well with my background as a teacher and learning designer.
The diverse environment of the Center adds another layer of interest to my work. Attending talks on various topics, such as medical ethics, highlights the breadth of perspectives present. This diversity challenges the tendency to overspecialize that often occurs in more advanced career stages, providing a unique and fascinating opportunity to engage with individuals pursuing justice and moral rights in diverse fields.
Alexis: Absolutely, I find that observation quite insightful. Our undergraduate fellows often express how the Center exposes them to diverse thought and different areas of interest, surprising given the expectation of diversity in coursework. This seems to contrast with the trend of increasing specialization and niche focus as one advances academically. Building on that, could you elaborate on the roles and responsibilities of an Equity Engagement Fellow and discuss the specifics of your current projects?
Natalie: Currently, I'm involved in the Democratic Knowledge Project, a broader research initiative beyond eighth-grade curriculum, aiming to elevate civic education through both research and tangible outcomes. Specifically, I focus on the school, youth, and family engagement aspect. My primary research question explores how students translate their civics experiences from school to home and whether these experiences align with community dynamics, including parental roles.
To achieve this, I develop research questions for both youth and adults, considering ways to engage and support their involvement. This involves planning sessions, such as focus groups and initiatives like the recently conducted Youth Advisory Board. Additionally, I collaborate with schools to identify suitable research sites and participants. Consulting and collaborating for civic organizations and the Massachusetts Department of Elementary and Secondary Education is also part of my role, contributing insights on civic education and related knowledge.
Beyond research, I contribute to communication and output development, including conference posters, journal articles, and practitioner-facing pieces. I also create presentations for various stakeholders in the civics domain and provide professional development for teachers. Importantly, as an Equity & Engagement Fellow, I prioritize direct interactions with teachers and students, aiming to build trust and ensure equitable practices throughout the research process. Regular check-ins help gauge the effectiveness of our approach, especially for participants new to research or higher education institutions. Supporting teachers in meaningful engagement with research outputs and recommendations is another key aspect of my role.
Alexis: I'd like to hear more about your experience leading a Youth Advisory Board with 8th graders this summer. Could you describe the project and highlight any valuable lessons you learned from this endeavor?
Natalie: This summer, I had the privilege of participating in the Democratic Knowledge Project's inaugural Youth Advisory Board—an enlightening experience both as a researcher and teacher. The Board comprised 13 anonymous teenagers from across Massachusetts who engaged in multiple sessions, including six group meetings. As a teacher, finding time to truly listen to students can be challenging, making the Youth Advisory Board a valuable opportunity to understand their perspectives on civic education and our eighth-grade curriculum.
This listening-focused initiative aimed to uncover what students learned, identify areas for improvement, and understand their priorities within the curriculum. The participatory process allowed students to share through various methods—writing anonymously, using Zoom DMs, filling out post-session forms, speaking aloud, or expressing themselves through images. Shifting my perspective from teacher to researcher was a unique experience, highlighting the importance of creating spaces for students to comfortably share their thoughts.
I learned valuable insights from the students, such as their desire for spaces that encourage positive disagreement. They appreciated their civics classrooms as a safe environment to discuss differing views and sought to understand the reasons behind opposing opinions. Interestingly, many were still forming their own opinions on various issues. It was inspiring to witness how these teenagers approached disagreement with curiosity, a perspective that has shifted for many adults. Additionally, they expressed a belief that adults could do more to model the behaviors taught in school, prompting reflection on the impact of their eighth-grade civic education.
Notably, these eighth graders questioned why adults weren't practicing the civic skills they were learning and wondered why these lessons weren't taught earlier. Explaining that many adults didn't have the opportunity for such education resonated with them, sparking curiosity about how adults could acquire these skills outside of the eighth-grade class. This experience highlighted their concern that adults might not be aware of the civic principles they were taught—a perspective that I found particularly interesting.
Alexis: As someone who specializes in youth voice and participatory research methods, could you elaborate on these methods and the underlying principles that guide your work in this area? What's the next phase of your project in this regard?
Natalie: Our methodology prioritizes participatory research, echoing the South African disability movement's motto: "Nothing about us is for us without us." This approach emphasizes integrating the voices of teachers, middle schoolers, and their families into our civic curriculum work. Recognizing my positionality as an adult researcher, I actively try to address gaps in understanding their context, ensuring a more comprehensive research design that centers the consideration of the perspectives of youth
An example of this approach is our inclusion of a youth researcher this summer, a sophomore with a better grasp of the youth perspective.
Additionally, we held co-design sessions with our Youth Advisors and developed resources on civic education to show adults. This included asking them to edit our drafts and showing them how their quotes and ideas could be used by researchers. We asked them who they wanted to share their voices with, they expressed a desire for their voices to be shared widely, especially with teachers, parents, and government officials.
Alexis: Can you clarify the role of other civic initiatives and institutions in shaping civics and social studies education in Massachusetts? Additionally, could you elaborate on your involvement with them, particularly on presenting on youth voice?
Natalie: Our learnings from our Youth Advisory Board have been integrated into professional development sessions with various schools and teachers and we are currently working closely with the DKP’s network of civic education organizations in Massachusetts. It has been really exciting to start to share the work of the Youth Advisory board and achieve the aims of the Youth Advisors. Some of our research and youth voice has actively supported discussions on topics such as civic showcases, social media, grading and current affairs.
Sharing the voices of our Youth Advisors with leaders and institutions that directly impact civic education in Massachusetts has felt really meaningful. So many people have been interested in their perspectives which show how important elevating youth experiences is.
Currently, we are collaborating with the Department of Elementary and Secondary Education (DESE) to influence Civic showcases in Massachusetts, actively incorporating student voices.
Alexis: Your current role involves collaborating with teachers and providing professional development to support civic education. Could you shed light on your approach to this and how it ties into your work at the Democratic Knowledge Project?
Natalie: This summer, the DKP launched its open-access eighth-grade curriculum, offering all resources online for free. This has expanded its use by more teachers, especially in Massachusetts, where we've directly collaborated with schools and aligned them to the state standards. It's crucial, as emphasized by Adrianne in the DKP, that the provided resources serve as a foundation and are adaptable by teachers to suit their specific contexts. We've been actively supporting teachers, engaging in discussions, and tailoring the curriculum for their students.
Notably, our curriculum has also attracted interest from teachers outside eighth grade. Teachers from various grades can benefit from elements like our work on civic dispositions, civic identity development, and civic values, enhancing student understanding across subjects and grade levels.
Alexis: At the Democratic Knowledge Project, there's a focus on enhancing civic education through partnerships with families and communities. What role does the DKP envision for families in civic education, and how does it shape your work?
Natalie: We aspire to engage parents and families actively in their child's education, aiming to make them feel invested in the curriculum. I seek a direct link with families to understand their priorities, such as their hopes and dreams for their child's education. This approach is especially important for parents historically excluded from curriculum discussions. For example, many parents may feel unable to comment on a curriculum they never experienced, and this can affect newly arrived families. Despite potential hesitations, these parents, like any others, want the best education for their children. We aim to bridge gaps in understanding, especially for parents less familiar with civic education, by addressing their questions and fostering engagement. While finding parents has been challenging, we're exploring new avenues, considering collaborations with civic initiatives targeting adults to reach a broader parent audience beyond those directly involved in the DKP curriculum.
Alexis: You are also a Teaching Fellow for a Medical Anthropology Undergraduate class at Harvard College titled "Who Lives, Who Dies, Who Cares? Reimagining Global Health." How does your involvement in this course relate to your work at the DKP, and what insights do you bring from the class to your fellowship or vice versa?
Natalie: Teaching this course at Harvard feels like a dream come true. I wrote my undergraduate dissertation based on the work of the faculty (Arthur Kleinman and the late Paul Farmer) who teaches this course. When I first arrived at Harvard, I went to the lectures as an auditor and listened, and eventually came to know some of the teaching team. They asked me if I would like to be a teaching fellow this year, after my Master's.
This course forms the foundation of my social justice lens in education. With an anthropology background, I explored how people think and make decisions within social systems, shaping my role as a teacher. This lens, shared by medical anthropologists who were also doctors, inspired me to be a practitioner, teacher, theorist, and researcher in education. My goal is to understand who receives meaningful education and why, addressing issues of access and relevance in curricula. The DKP's mission, to support a majority of the population to believe in democracy, motivates me to ensure young people receive an invitation to participate in democracy through civic education.
Alexis: Interestingly, my undergraduate major, Health, Medicine, and Society, delved into the intersection of religion, culture, and healthcare. I used Arthur Kleinman's Patients and Healers for my thesis and later took a class with him during grad school here at Harvard. It's great that the DKP considers these intersections, connecting social justice in healthcare to equity in education.
Natalie: Absolutely, for me Medical Anthropology was the first place I saw the connection between theory and practice in social justice focused work. Teaching this course aligns with my passion for social theory, connecting broad concepts to education and fostering a holistic understanding of social injustice more broadly. The DKP is doing something similar within civic education.
Alexis: I completely agree. It's truly commendable that the DKP has someone dedicated to navigating such diverse challenges and their unwavering commitment to addressing these complex issues. Okay, well, this leads perfectly into the next question. With your educational background encompassing both Anthropology at the undergraduate level and a Master's in Learning Design, Innovation, and Technology, how has this diverse academic foundation influenced your approach to your role as an Equity and Engagement Fellow, particularly in the context of education and civic engagement?
Natalie: My academic journey revolves around cultivating empathy and understanding different perspectives on problems. Whether it's anthropology, emphasizing ethnography to comprehend behaviors, teaching, focusing on precise questions to address students' needs, or design, prioritizing empathy to craft solutions, the common thread is creating space to listen and comprehend diverse ways of seeing. I believe everyone cares deeply about their actions, and if there's apathy or contention, it prompts me to explore the underlying systems influencing behavior. Asking people why they do or don't engage in certain activities reveals valuable insights, and this approach has been integral across my varied academic backgrounds.
Alexis: In your free time you support the Somerville Community Growing Center with their Oral Histories project. How did you get involved in this, and what fascinates you about it?
Natalie: I've developed a keen interest in plants since moving to the US, discovering the unique flora of New England compared to my native ‘old’ England. The birds here are so different, and I was captivated by the beauty of a cardinal when I first encountered one on a morning walk in Mount Auburn Cemetery.
In Somerville, the community-run garden is celebrating its 30th anniversary, and I've become involved in an archiving project to document volunteers' experiences I’ve wanted to explore oral histories and community-based research for a while, and this has been a fun way to connect with my local community.
We're conducting short clips and interviews with Center visitors, along with in-depth interviews with those who have significantly influenced the initiative, including longtime volunteers, those who established community gardens elsewhere, and couples who met at the Center. The space supports various community needs, hosting multilingual kindergartens and numerous educational initiatives, in addition to enjoyable activities like wreath-making for winter decorations. Recording these community stories has been fulfilling, especially as someone new to the US. Having a local community near my home is rewarding, offering connections with people of different ages and backgrounds.
Alexis: What do you do outside of work? Do you have any hobbies or passion projects that you're involved in? You’ve shared with me that you’re trying to learn plant names—can you also talk a bit about that!
Natalie: I've got lots of hobbies! I love being outdoors in New England and so biking, climbing and skiing have been part of my life here. Biking around Harvard is fantastic, and I also enjoy teaching others how to cycle on the road. I’ve taught quite a few friends since living here- I’ve found cycling to a bakery that’s just too far to walk to is always a good incentive.
This year I also took up ceramics at the Office for the Arts at Harvard and am enjoying cooking for friends with the small dishes I’ve made.
Alexis: Do you have any books, podcasts, or resources that you want to recommend to our community?
Natalie: Thinking Allowed by BBC Radio 4 for easy-listening social theory, anthropology and sociology and my (or your!) local library’s community-made Zine collection. I love seeing what young people in my community care about and these zine collections are often a fun way of exploring that. In terms of fiction, I’m a fan of books set in my current location: Gabrielle Zevin’s bestseller Tomorrow, and Tomorrow, and Tomorrow is great fun and largely set around Harvard Square.