Biography
Dr. Virginia Dearani holds a Masters of Partnership Education and a Doctorate in Literacy Education from University of Maine, Orono. Prior to Thomas College, she taught for 4 years as a Visiting Faculty Member in Early Childhood and Elementary Education at the University of Farmington, where she taught courses such as “Diversity and Social Justice Education,” “Social Studies & Global Perspectives,” and “Creative Arts and Technology in Education.” Throughout the past 25+ years, Virginia has centered her life’s work as both an educator and an entrepreneur in the areas of Whole Teacher/Whole Child; Healing Engagement; Post Humanism; and Peace Education for children 3 years through adulthood.
As a multi-dimensional woman, she has learned to navigate the world of teaching and learning with a perspective of pluralism, honoring the both/and in all her relations. She defines her teaching and learning approach as Embodied Radical Love Education and is an Interdisciplinary Curriculum Designer for Early Childhood through 8th grade classrooms. She has created many curriculums for young children, school-aged, teens, parents and professionals on topics including: Radical Love in Action; Intuitive Teaching; Being a Whole Teacher; Wholeness and Healing; Creative Arts as a Vehicle for Social Change; Using Diverse Picture Books as a Doorway to Belonging; Equity Literacy; Media Literacy; Multiple Intelligence Theory and Practice; Power, Privilege, and Difference; Embodied Liberation in the Classroom; and Partnership Education. She emphasizes the joy of partnering with children and youth to create communities of belonging, needed in our world today. Virginia Dearani resides in Auburn, ME where she commits to playing daily with her two young boys, husband, and golden retriever.
Teaching Philosophy
My approach to education embodies key values in radical love, equity, embodied social justice and healing, culturally responsive pedagogy, and experiential education. I believe all children, youth, and adults have the right to participate in their education, where the teacher acts as a facilitator in the classroom; balancing the process of imparting knowledge, while also being an active listener, facilitating learning amongst all those present. I believe students bring many diverse perspectives, enhancing the learning environment, not only for their fellow classmates, but also for me as their teacher. I believe a great teacher is willing to be vulnerable and brave, bringing our whole self to the classroom. Wholeness, to me, rooted in my research, integrates the elements of mind, body, matter, time, and spirit; recognizing each of us has something to learn each day, while also sharing our wisdom with our students.
Centering the theory of posthumanism in education, I believe the classroom environment, whether in-person or via Zoom, plays a significant role in the teaching process. The physical setup, ambiance, and materials are an integral part of the learning process. I encourage students to see the environment as their “third teacher,” where they not only learn from one another, myself as the educator, but also the physical place and all that surrounds them. I am very intentional in creating a “Sacred Space” in my classrooms, housing symbolic elemental items of ether, water, earth, wind, and fire to honor the planet. This “Centering Space” can be on a table in a classroom, or presented in the background of my screen in a Zoom Room. I also co-create classroom agreements with the class, provide a dialogue branch, and welcome students to share special, symbolic objects representing themselves, to foster a sense of visibility and belonging in the classroom. Many students, especially those on the margins, comment on how this space creates a sense of grounding, belonging, healing, and safety for them to be active, whole participants in the learning process.
As a teacher, I believe it is my responsibility to co-create an equitable and inclusive classroom with my students, supporting them in reaching their learning goals, while also assisting them in becoming their authentic selves. I utilize many teaching approaches, including experiential activities, multiple intelligence practices, critical pedagogy, worlding, entanglement pedagogy, arts-based techniques, and nonviolent communication strategies to foster a classroom filled with rich dialogue, judicious thinking, empathy, and compassion for understanding one’s self, as well as those different than one’s self. I believe in modeling intellectual passion and curiosity as I prepare students to be active agents of positive change for the world.
Virginia Dearani believes in collaboration with fellow scholars, teachers, administrators, and families of my students to develop a team approach within education. I recognize all students come with varying needs and approaches to learning. To best support their learning goals, I must be open and willing to partner with others in their lives, who provide expertise that compliments my own. I believe in creating an equitable and inclusive classroom where all individuals in a student’s life are valued and present at the table of learning. I recognize all students walk through our classroom doors with stories filled with challenges and triumphs, barriers and opportunities; and I need to take time, listen to their stories, and adapt my teaching to best support them. This requires patience, teamwork, and an open heart and mind, modifying my lessons and teaching strategies to be responsive to each student. I also believe in designing curricula rooted in progressive, current scholarly research, providing my students with best practices in educational theory and design, and offering them opportunities to develop themselves as a scholar, investigator, and facilitator.
Degrees
- Doctor of Philosophy – Concentration in Literacy
Areas of Expertise and Interest
Post Humanist Early Child Education Theory; Whole Teacher-Whole Child; Critical Pedagogies of Healing in Education; Embodied Social Justice Education; Neuroscience and the Young Mind; Creating Partnership Systems of Teaching and Learning
Professional Affiliations
- National Association of Education of Young Children
- Maine Association of Education of Young Children
- North Eastern Philosophy of Education Society
- Association of Moral Education
Publications
- Dearani, Virginia, Ph.D. (2024). “Be a Tree: Reconceptualizing Early Education Through the Roots and Fruits Methodology of Teaching and Learning.” Bank Street College of Education Occasional Paper Series Issue 51 – Reconceptualizing Quality Early Care and Education with Equity at the Center.
Dissertation
- What is Your Metaphor? Disrupting Wholeness in Teacher Education
Committee Involvement
- Maine Community Foundation – Androscoggin County Advisory Council
- Androscoggin County Teacher of the Year
- Maine Development Foundation – Leadership Maine Phi Class
Community Involvement
- CitySpirit of Lewiston/Auburn Council Member
- Immigrant Refugee Center of Maine Board Member
