If you want me to learn something that I don’t care too much about, the solution is simple: teach it to me in Spanish. Over the winter break, my two-year-old cousin visited for a day and we went to a children’s science museum together. The highlight of the afternoon was spending time with my cousin and seeing her enjoy the museum; the museum itself was underwhelming, especially since I’ve never been much of a science person. At least, that’s what I thought until we got to a temporary exhibit that was presented in both English and Spanish.

I was so focused on trying to translate all the Spanish without looking at the English that my cousin lost interest in the exhibit before I did.

For as long as I can remember, Rosa Parks has been the star of every social studies lesson. In third grade, we learned about the nice lady who worked as a seamstress and boarded a bus to go home from work. In eighth grade, she was the strong woman who stood up for herself and played a significant role in the civil rights movement. In eleventh grade, we learned that her historic refusal to give up her seat was not random, but planned by civil rights leaders.

But the message of Rosa Parks goes beyond the classroom.

Just the other day I took part in a big rite of passage for many suburban teens and braved a very imposing vacant parking lot to tackle one of my larger anxieties: manning an automotive vehicle. I clearly failed when it came to predicting the required amount of tenacity needed to control that metal monster, but like most teenagers that golden fantasy of independently cruising down the road in a glorious car overrode the shaming jerks, scratches, and damaged vegetation. I cannot deny that driving is scary; with just one misplaced press of a pedal I could jeopardize the safety of many people (and my parent’s car). But in the end, my rallied courage was worth it—now I can confidently drive without my eyes glued to the gearshift!

Though my anecdote is whimsical, the theme of persistence is relevant to next week’s MLK day.

We were sitting in a circle, but the teacher spilt the class down the middle. Half received stickers, an apparent reward, while the other half sat and watched. No one knew exactly what was happening. We had always been told to work cohesively, so we recognized that the division was significant.

It was beautiful, last month, listening to the many tributes that went out for Nelson Mandela in the wake of his death. I wanted to say something about my own feelings about the loss of this man who embraced his enemies and helped transform a country, but I felt like I didn’t have the right.  What could I—a Jewish-American white woman—have to say? Then a colleague suggested that I write about Helen Suzman, whose death we remember this week. I drew a blank. Helen who?

We continue looking at pop culture and role models with this post from one of our Rising Voices Fellows. Be sure to check the JWA blog each Tuesday for a new post from our fellows—and check out the great educational resources provided by our partner organization, Prozdor.

I’m no “gleek,” but from time to time, I confess, I’ll catch an episode of Glee. In a recent show, one of the main characters, Marley, was told to portray a pop singer whose behavior was completely different than her own. When she refused, she was suspended from rehearsals for not being a team player.

My first reaction was, “You go, girl!” Glee portrayed this girl as strong—someone who was willing to pay the price for remaining true to herself.

This past year, I took a group of seven teens on a tour of the American South. The trip was inspired by my desire to infuse young people with a sense of history and context as it relates to Judaism in the South and Jews in the Civil Rights Movement.

We began in Atlanta, then drove to Alabama, stopping in Birmingham, Montgomery, Selma, and many places in between. We met with people who had lived through segregation and fought against it. We saw the Rosa Parks Museum, experienced history, and talked about what it means to be an American Jew from the Northeast.

The struggle for social justice involves going beyond what is easy, taking actions that are often risky.  I find it helpful to have role models to remind me of the work that needs to be done and often is done by people of privilege. The Jewish Women's Archive website is brimming with just such role models—hundreds of examples of women who did not let their privilege positions keep them from taking courageous action. JWA gives us a look at how our foremothers reconciled the complicated relationship between privilege and activism.

At its gala dinner on Tuesday, the National Council of Jewish Women will honor Sammie Moshenberg, Director of Washington Operations, for 30 years of service in NCJW’s Washington office.

A few weeks ago, on the Sunday before Martin Luther King, Jr. Day, I posed a question to the students in my class on "Jews and the Civil Rights Movement": "If you could plan a Jewish commemoration for Martin Luther King, Jr. Day, what would it be? Who would be the audience? What would you do? Why should Jews, as Jews and in Jewish communities, commemorate this holiday?"

This piece was inspired by a webinar on “Jews and the Civil Rights Movement” presented by the Jewish Women's Archive in collaboration with AVODAH as part of the AVODAH Alumni network’s distance learning program. It  was originally posted on AVODAH's blog on February 5, 2013.

In 2009 I attended a workshop focused on Anti-racist organizing for white folks. The presentation allowed for self-reflection and next steps in our own organizing. At the end of the workshop, we were asked to share who our white social justice role models were. It was shocking, although not surprising, that the majority of the attendees shared that they did not have any white, social justice activists to look up to. I’ve been searching for my answer to this question ever since.