Every school community is made up of many cultures, yet one culture tends to dominate. In my work as an educator, I am part of that dominant culture. I think about this constantly, before a post, a conversation, or a decision at school. How does my position shape the system? And more importantly, how can I use it to support students from non-dominant cultures?

What happens when student voice feels like it makes the classroom harder to manage? This post introduces the first Office Hours conversation, where we sit with the tension between control, responsibility, and meaningful student participation.

Public education is built for outdated systems. Dr. Cameron McCuaig’s welcome video explains why it’s time to shift to student-first learning, centering voice, agency, and belonging in the classroom.

Teaching can feel isolating, especially when you are trying to do things differently. Many educators care deeply about student voice, democratic classrooms, and rights-based approaches to discipline and learning. But caring about these ideas and actually implementing them inside real schools, with real constraints, are two very different things. The Rights-Based Teaching Collective was created to bridge that gap. Not as a training program. Not as a one-way resource drop. But

The Web of Rights didn’t begin as a framework or a resource. It began as a question. While studying for his doctorate, Cam was wrestling with a tension many educators feel but rarely have space to name: How do we teach democracy inside institutions that weren’t built for it? This recorded conversation from November 2025, with Dr. Wendy Crocker, traces the early thinking behind what would later become the Web of Rights. Rather than presenting a finished product, this webinar