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The Legacy I Hope to Leave Behind

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On July 1, 2025

In legacy

Image: ChatGPT

Legacy is not built all at once. It takes shape over time—quietly, unevenly—through the choices we make, the truths we speak, and the lives we touch. I don’t imagine mine will be written in bold headlines or etched into stone. But I hope it will be felt in subtler, more enduring ways. In the freedom someone claims because I once stood up. In the insight sparked by something I taught or wrote. In the love that lingers in the spaces I leave behind.

I’ve lived many chapters in this life—some of them linear, others far more tangled. I began as a student of anthropology, drawn to the study of culture, meaning, and human complexity. It taught me to listen deeply, to question what seems natural, and to honor what is often ignored or devalued. Anthropology gave me not just tools for understanding others—it gave me a way to understand myself. As a transgender woman, as a spiritual seeker, as someone shaped by forces both seen and hidden, I learned to situate my life within broader currents of history and identity. That perspective never left me.

Eventually, I put my education into service in a different way—as a SNAP program specialist with the USDA. There, I saw how policy lives not in abstract theories but in the faces of people trying to feed their families. I worked at the intersection of administration and survival. It gave me a profound respect for the dignity of everyday life, and a deepened sense of duty to advocate for those so often silenced by red tape and economic cruelty. That role grounded me in the real: in food, in need, in systems and the people caught within them.

But even before all of that, I served my country in uniform. I am a U.S. Navy veteran. I served as a submariner and fought in Desert Storm. It was a life of discipline, of structure, of submerged tension—both literal and emotional. That chapter gave me a close relationship with mortality, with silence, with sacrifice. And later, it gave me the courage to live my truth. Because once you’ve survived war, you learn how little time there really is for pretending.

Though my time teaching in a classroom was brief, it was profoundly meaningful. Education, I believe, is one of the most radical forms of love and hope. I did not stay long enough to become a fixture, but I hope I was a spark. I hope that somewhere, a student remembers me not as perfect, but as present. As someone who saw them clearly, challenged them to think differently, and held space for who they were becoming.

Throughout it all, I’ve remained a writer, a creator, a witness. I write not just to tell stories, but to make space—for desire, for defiance, for complex and beautiful lives that rarely make it into the mainstream. I write for those on the margins, for the ones building new worlds from the ruins of the old, and for the future selves who need proof that we were here.

If I am remembered, I hope it is as someone who lived with fierce honesty. Who loved without shame. Who fought for justice, even when she was exhausted. Who stood in her womanhood and her queerness not as burdens, but as blessings.

I hope my legacy is not one of perfection, but of permission. Permission to live. To change. To desire. To dream beyond the roles assigned at birth or by circumstance. I hope I leave behind courage in those who need it. Gentleness in those taught to harden. Fire in those told to shrink.

And if some future soul—browsing an archive, reading a quote, hearing a story—finds a piece of me and thinks, “Because she lived, I feel less alone,” then that is all the immortality I will ever need.

Unapologetically Sexual

By

On May 30, 2025

In LGBTQ+ rights, sexuality

I was let go from my student teaching position because of some tweets. In these posts, I said, among other things, “I like to suck dick.” It wasn’t part of a curriculum. It wasn’t aimed at students. It was a personal expression—raw, queer, unapologetic. And for that, I was deemed “unfit.”

But I am not ashamed. Because when I say something as simple and carnal as “I like to suck dick,” I’m not being obscene—I’m declaring war on the suffocating norms that define who gets to express desire and how.

Let’s be clear: this isn’t just about sex. It’s about power.

The phrase “I like sex” is broadly acceptable when said by a cis, straight man. Even when women say it, it must be delivered with just the right balance of flirtation and modesty, wrapped in acceptable femininity. But when a transgender woman like me speaks directly and honestly about her sexuality—without euphemism, without apology—it’s treated as taboo. It becomes scandalous, political, dangerous.

And that’s exactly why I say it.

Heteronormativity doesn’t just regulate bodies—it polices desire. It dictates what kind of sex is real, what kind of sex is dirty, and which voices are allowed to claim desire at all. Trans women are often reduced to caricatures: hypersexual porn tropes or sexless tokens of pity. To say, plainly and proudly, that I love sucking dick is to reject all of that. It’s to assert my autonomy, my pleasure, and my humanity.

Yes, I am a transgender woman. Yes, I am sexual. And yes, I will speak about it.

My words weren’t unprofessional. They were inconvenient—to a system that still finds trans joy threatening and trans pleasure unspeakable. I lost a role in education for telling the truth about myself. But I gained something else: clarity. I know now that empowerment doesn’t come from fitting in. It comes from taking up space. From naming what you’re told to hide. From loving your body and your voice enough to say what they told you you shouldn’t even feel.

So I will continue to speak freely. Not because I want to provoke—but because I refuse to be erased. I want other trans women to know that they can be intelligent, nurturing, sexual, kinky, loud, soft, and bold—all at once. I want us all to know that our worth doesn’t shrink because someone else is uncomfortable with our truths.

When I say “I like to suck dick,” I’m not just being honest.

I’m being powerful.

And in a world built to silence women like me, that is revolutionary.

Why Teaching Requires More Than Pedagogy

By

On May 16, 2025

In educational institutions

Created with ChatGPT

As someone who holds a Master’s degree in Anthropology, I entered the world of education with both passion and purpose. While my primary focus was cultural anthropology, I—like every graduate in the discipline—was trained in all four subfields: cultural, linguistic, archaeological, and biological anthropology. That meant I not only studied cultures and societies, but also the scientific method, human evolution, genetics, and the biological roots of human behavior. I came to education with a deep respect for science and evidence-based learning.

This is why, during an assignment as a substitute teacher in a high school science class in Illinois, I was shocked when the regular teacher told me—without hesitation—that “scientific theories are not factual.” He dismissed evolution as “make believe,” clearly unaware that a scientific theory is one of the highest forms of scientific understanding—built upon repeated observation, experimentation, and peer review. Evolution is the cornerstone of modern biology, not a matter of personal belief.

This isn’t a harmless slip-up. This is a fundamental failure in teacher preparation. It’s not enough to teach students how to learn if we’re giving them incorrect or ideologically distorted content. I’ve read critiques arguing that college should be limited to learning within one’s major, and that students should have mastered foundational knowledge in high school. The reality is, many high school students aren’t mastering those foundations—because their teachers are not adequately prepared to teach them.

Too many teacher preparation programs emphasize methods over mastery. Aspiring educators are trained extensively in classroom management, differentiated instruction, and educational theory—yet not always required to have a deep command of the subjects they will teach. In some cases, they’re licensed to teach science with little more than a generalist background.

And the problem doesn’t end with science.

I was working toward my teaching license through a Master of Arts in Teaching (MAT) program when I encountered another systemic problem—this time around sex education. I have a sex-positive stance, one rooted in both personal conviction and research-based evidence. In one health class I observed, students were assigned to budget for the costs of raising a newborn. It was clear the goal was to instill fear—to use financial anxiety as a scare tactic to promote abstinence. But studies have consistently shown that abstinence-only education not only fails to prevent teen pregnancy and STIs but can also be psychologically harmful, particularly to students who do become young parents.

Sexual health education should be empowering and factual, not shame-driven. But when I expressed my concerns, I encountered resistance—not just from individual educators, but from the institution itself.

Things came to a head when a student created a video montage of several posts from my account on X (formerly Twitter). These were not instructional posts. They were personal, blunt statements about my sexual desires—an expression of my identity as a sex-positive transgender woman and my belief that it is okay to have sexual feelings as a man or trans woman who is attracted to men. These posts were part of my advocacy: normalizing desire, refusing shame, and affirming the validity of trans and queer sexuality.

The school’s administration didn’t see it that way. Despite my academic progress and professional goals, my student teaching was terminated by the principal and HR. The university I was attending stated that they supported me—but they offered no legal or practical assistance in dealing with the district. Ultimately, I was left to fend for myself, and I made the painful decision to withdraw from the MAT program.

This experience left me disillusioned but not without resolve. It exposed not only the institutional discomfort with sex positivity and LGBTQ+ inclusion, but also a broader systemic issue: we are not preparing teachers who are content experts, nor are we protecting those who challenge outdated or harmful norms. We are failing both our educators and our students.

This is why I firmly believe that the time has come to rethink our entire approach to public education. In today’s complex and fast-paced world, a high school diploma is no longer sufficient preparation for the workforce—or for responsible citizenship. I believe a community college education should become the new baseline, just as a high school diploma was once considered the minimum requirement. Community colleges offer an affordable, accessible means of deepening one’s understanding of science, mathematics, communication, and civic literacy. They can provide a critical bridge to more specialized training and help ensure that our future educators, health workers, and citizens are equipped with both knowledge and critical thinking skills.

We need teachers who understand evolution, who can explain the scientific method, who are prepared to address the realities of human sexuality without resorting to fear or shame. We need school districts that protect educators from ideological purges, and universities that do more than offer symbolic support when their students face political or cultural backlash.

I may have been pushed out of the MAT program, but I have not given up on education. I still believe deeply in the power of teaching—and in the need for radical reform in how we prepare those who take on that responsibility.

Our students deserve teachers who are not only caring and skilled, but who actually know what they’re talking about. Anything less is a betrayal of their potential.

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