Nakeiha Primus felt drawn to education, but studied to be an editor. After realizing shortly after college that she belonged in the classroom, she also dove deep into curriculum and now research. She presented some of her ideas at the IRA 59th Annual Conference in May when she talked about what she learned surrounding boys and literature learning. Today, she continues to work on her doctorate of education and is an assistant professor of education at a Pennsylvania college. Her research merges interests in curriculum theory, literary theory, and socio-cultural approaches to learning. Visit her blog, mid/scribble, and follow her on Twitter (@docpr1me).
How did you begin your career, and what led you to your current position?
Ahh...I guess I started my career like many educators. I was the go-to person for babysitting, tutoring, and that sort since early adolescence. I was a camp counselor/director, so I often found myself in "classrooms" of sorts. The truth is, however, I never wanted to be a teacher. I set out as an English major to be an editor one day, but even in college the lure of interacting with students never left. After college and while working with kindergarteners in a New York City afterschool program, I stopped fighting the pull and decided to begin my formal career as a teacher.
How long have you been a member of IRA? How has membership influenced your career?
I have been a member for almost five years, I think and my membership has been a tremendous asset to my career. Early on, and as a graduate student, the IRA's Teacher-As-Researcher grant allowed me to refine a dimension of my practice that hadn't always been seen as an asset. Sure, I could teach and I was effective with students, but the grant project allowed me to reflect intensely on my work in a very formal way. I learned curriculum was a type of story worth studying. With major characters, plot twists, antagonists, and themes all interwoven into the time/space of "our class," I was able to shed light on why I made certain choices and how my students (as co-authors) influenced our learning each day. In addition, IRA has offered great resources, forums for idea exchange, and real support. The IRA membership is definitely a relational one; it allows you to connect and interact often.
What was your experience at IRA’s 2014 conference as a presenter? Had you presented in a setting like that before?
Presenting at IRA 2014 was a great experience. Though I've presented at other conferences, I was able to encourage other teachers to see their work as their expertise. Too often teachers get caught in the mire of the day-to-day and do not see what they do as worthy of serious conversation, acknowledgment, and rigorous research. I had an opportunity to "steal" (as all good teachers do) from phenomenal educators across the United States, and spend time doing nerdy things like read for pleasure.
How have you balanced a PhD program and a career?
Balancing a career and PhD candidacy has its challenges, but because I've been blessed with administrators/colleagues who value my work and see its direct impact in my classroom, the benefits far outweigh sleep deprivation and juggling workloads. I have great family and friends who read drafts of papers or help me grade. My students eagerly volunteer "to be studied," and often ask, "When are you going to be Dr. Primus?" Each member of my support team prompt me to keep working. Because of them, I know I'll be better able to empower teachers, advocate for students, and improve teacher education.
What are you reading (personal, professional, or even children's/YA)?
I’m currently reading Half a Yellow Sun (Chimamanda Adichie) and Izzy the Indigo Fairy (Daisy Meadows) with my daughter.
What do you consider to be your proudest career moment?
Hmm. That's tough. I think my proudest moment, so far, occurred when I received an email from a former student who told me she'd just started teaching. She was in one of my first classes ever and I was so proud of her. Outside of that, any moment with the boys and Primus Hoops is a pretty good time, as well.
What advice would you give a new teacher that either you received or wish you had?
Don't ever stop looking for the moments your students teach you. Anticipate them, relish them, and thank your students for them.