Fellows, Interns, and Volunteers

Teaching for Change’s mission is advanced not only by our staff and board, but also by the dedicated focus on special projects by fellows and volunteers.

In 2014, the fellows are:


Tristan Brosnan. Collection of images and stories for the Zinn Education Project “this day in history” posts and drafting materials such as the March on Washington mythbuster quiz.

Sara Evers. Assistance with curriculum development.

Rachel Mullin. a Truman Scholar, will provide research for the Zinn Education Project and help promote our Teaching for Change bookstore.

Amy Rothschild. Research and review excellent resources for early childhood educators, contribute book reviews and writings on social justice in the early childhood context.

Pat Scallen. Support for and documentation of teachers’ efforts to infuse the history and literature of Central America in their Spanish and social studies classes.

Neha Singhal. Preparation of lessons on Freedom Schools.

Sarah Slichter. volunteer, will work with Tellin’ Stories on parent organizing, provide research for the Zinn Education Project, and help promote our Teaching for Change bookstore.

Katy Swalwell. Preparation of an evaluation plan for the Zinn Education Project for 2014 and field test of a labor history lesson.




Tristan Brosnan, Fellow

Tristan Brosnan is a recent transplant to Washington, D.C., hailing from Vermont. In 2003, when the United States invaded Iraq, he started organizing against the war and has since worked on numerous campaigns and in different social struggles. In 2011 Tristan graduated from the University of Massachusetts Amherst with a degree in Social Thought and Political Economy, and History. While he’s not working or organizing, Tristan enjoys cooking, reading poetry, and hiking. Tristan is conducting historical research for the Zinn Education Project and CivilRightsTeaching.org and assisting with Teaching for Change’s public events.


Sara Evers, Fellow

Sara Evers has always enjoyed a good story. Going through school she soon realized the history classroom is where the best ones are told! Today it is the construction of stories that interests Sara. Sara will graduate from George Mason University this summer. She will receive a BA in Integrative Studies with a concentration in Curriculum Theory and a minor in Social Justice. She plans to spend her summer working on a research project that involves creating an interdisciplinary high school level course curriculum for The Sandman graphic novel series. Sara is also excited to contribute to and learn from her volunteer placement with Teaching for Change.



Rachel Mullin, Intern

Rachel Mullin grew up learning history not from a textbook, but around the dinner table. The daughter of an American History professor, history was never the study of dates, names, and places, but rather an examination into the people and movements that shaped America today. This love for social history has stuck with her throughout her education. Mullin is a 2014 graduate of the College of Saint Benedict and Saint John’s University in Minnesota with degrees in History and Political Science.


Amy Rothschild, Fellow

Amy Rothschild is an early childhood educator who first connected with Teaching for Change in 2009.  She has contributed to Teaching for Change’s Recommended Booklists and the Teaching for Change blog, writing about multicultural children’s literature. She takes a strong interest in politics and policy pertaining to early childhood education. Her work has appeared on the Washington Post’s Answer Sheet Blog and EdWeek. Amy holds a B.A. in English from Yale University and a M.Ed in Early Childhood Education from Lesley University/The Shady Hill Teacher Training Course.


Pat Scallen, Fellow

Patrick Scallen is an educator and social historian who specializes in cross-cultural and global studies with a focus on modern Latin America. A Detroit native, he holds graduate degrees in Latin American Studies (Tulane University) and history (Georgetown University). He has lived and worked in Central and South America, and his research focuses on urban social movements, the popular roots of state-sponsored violence, and Latino immigrant communities in the United States, specifically Salvadorans in the Washington, D.C. area.

For the past five years, he has taught Spanish and Social Studies at Archbishop Carroll High School in Northeast D.C. During this time he has designed the curriculum for and taught a variety of courses which have employed history, language, and cultural studies to analyze critical global issues and foster a deeper appreciation of the common threads which bind humanity. Through these classes, he has sought to lend a voice to those who have traditionally been denied agency in prevailing historical narratives.

Summers find him leading backcountry camping and kayaking expeditions in the snowcapped mountains of the West, teaching environmental education in local national parks, exploring Latin America, and pursuing his lifelong quest for the perfect blend of theoretical and experiential learning to enrich our understanding of the world and each other.


Neha Singhal, Fellow

Neha Singhal is a social justice educator, full-spectrum doula, and community organizer. After finishing her undergraduate studies at the University of Maryland, College Park she had the incredible opportunity to work with the immigrant rights movement at the Texas-Mexico border through La Union del Pueblo Entero, an organization founded by Cesar Chavez. She went on to earn her M.Ed. at the University of Massachusetts, Amherst where she worked on the development and implementation of anti-oppression curriculum for high school and college level courses. A former Teach for America recruit, Neha’s critiques and reasons for leaving the destructive organization can be found in this book and on this two-part radio show.



Sarah Slichter, Volunteer

Sarah Slichter grew up in Alexandria, Virginia. She now resides in Poughkeepsie, NY where she is a student at Vassar College, an Africana Studies major also pursuing elementary-level teaching certification. Sarah is also an organizer with a grassroots anti-foreclosure organization called Nobody Leaves Mid-Hudson. Sarah is interested in multicultural and social-justice oriented curriculum for the elementary classroom, the role of political education in radical organizing efforts, and the power of school communities to create a just education system.



Katy Swalwell, Fellow

Katy Swalwell is a relatively new transplant to D.C. from Madison, Wisconsin where she was active in the 2011 protests against the Budget Repair Bill. She completed her Ph.D. in Curriculum Theory & Research with a minor in Educational Policy Studies at the University of Wisconsin-Madison where she was lucky to work with the editors of Rethinking Schools, incredible elementary teachers in the Madison Metropolitan School District, and colleagues from activist communities around the world. After two years working at George Mason University in Fairfax, VA, she is now an assistant professor of education in the College of Education at the University of Maryland, College Park. As a high school teacher in rural Minnesota and a boarding school summer program in Connecticut, Katy was grateful for resources like Teaching for Change to develop a social justice social studies curriculum. Now that her focus is on research, she is investigating social justice educational efforts within affluent segregated communities, educational resources for the primary grades from a critical perspective, and teacher activism in relation to educational policies. Katy is the author of several articles published in Teaching Tolerance, Rethinking Schools, and academic journals as well as the book Educating Activist Allies: Social Justice Pedagogy with the Suburban and Urban Elite (Routledge, 2013).

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