These are the moments when I most need to remember what my colleague Beronda Montgomery has taught me: the importance of establishing my own index for what I consider success and keeping myself focused on it. By articulating her own personal metrics for evaluation, Beronda keeps herself focused on values and purpose and ensures that the work she is doing fulfills them. Even more, she ensures that she’s working from affirmation, not for affirmation, as she shows up to the work already valued and affirmed in her purpose.
To have that sense of one’s intrinsic worth which, for better or for worse, constitutes self-respect, is potentially to have everything: the ability to discriminate, to love and to remain indifferent. To lack it is to be locked within oneself, paradoxically incapable of either love or indifference. If we do not respect ourselves, we are on the one hand forced to despise those who have so few resources as to consort with us, so little perception as to remain blind to our fatal weak- nesses.
I have realized in the past week that self-care is something I need to plan for. Is something every educator needs to plan for. That no matter what we do, which role we play, we can always feel like we are not enough. Like there is not enough of us. But I have also realized that that is not true.
There is enough of us but just too much of other things.
There will always be more coming at us, no matter what we do.
1. The Performative, Public Self
2. The Quantified – or Articulated – Self
3. The Participatory Self
4. The Asynchronous Self
5. The PolySocial – or Augmented Reality – Self
6. The Neo-Liberal, Branded Self