our mission
To build and support justice-centered communities of practice that transform classrooms by celebrating and sustaining the identities of all students.
about mayra
Critical Learning Collaborative centers and celebrates the many facets of identity. In that spirit, I’d like to share some of my intersecting identities with you.
mayra almaraz she/her/ella
Mexican-American
Born and raised on the land of the Potawatomi and the Council of the Three Fires, known to many as Chicago, Illinois
Daughter of Lidia and Roberto and sister of nine siblings
Award-winning educator and veteran of Chicago Public Schools
Wife and mother to two CPS students
Parent of a neurodivergent child
Passionate about equity and nature
critical learning collaborative
critical learning collaborative
The name “Critical Learning Collaborative” was inspired by educator Paulo Freire's views of critical pedagogy — the belief that teaching should challenge learners to examine power structures and patterns of inequality. We believe that critical consciousness is the first step toward achieving equity.
And why collaborative? Liberatory work must be done in community with others. Social justice education is always an invitation to join together in building the classrooms our students need and deserve.
our logo
The logo combines two symbols that capture the essence of social justice education.
Tree rings represent the stories of our lives, our histories of survival, our resistance and resilience, and the ways we change while still holding on to the core of who we are.
The sun symbolizes hope and new beginnings at the start of the day and reflection, introspection, and rest at the end.
Together, they communicate our collective commitment to this work, to our students, and to a future where everyone can grow and thrive.
beliefs and values
Connection begins with reflection and grows with truth.
Students learn most effectively in classrooms where our interconnectedness is valued, lived experiences are respected, and learning between teacher and student is reciprocal.
Community, identity, and belonging must inform pedagogy.