Bernhard Walke wasn’t sure what the next step in his career would be. As a husband and father in the process of leaving public education, he decided to take stock and figure out what he really wanted to accomplish next in life. Then, he found Loyola’s School of Education. “As someone who’s in his mid-career, it gave me an opportunity to think about really what I wanted to do,” Walke said, “the program description was really attractive to me because it wasn’t just isolated to curriculum instruction, but it did more outreach to communities and was also broader to community leaders.” 

Central to Walke's journey is Loyola's curriculum, culture, and community (3Cs) program, which emphasizes collaboration, curriculum innovation, and community engagement. This program offered a holistic approach to education, extending beyond traditional boundaries. The interdisciplinary perspective allows him to address multifaceted challenges in education, from curriculum design to community partnership development.

Drawn to Loyola by its alignment with Jesuit values of social justice, Walke found a community that resonated with his desire for meaningful action. Reflecting on his experiences, he emphasizes the importance of integrating theory with practice, stating, "We're here to do work that elicits social change; it's not something that we talk about, it's something that we hit the streets with, something that we do every single day." This ethos permeates his approach to education, where every classroom interaction becomes an opportunity for empowerment and advocacy.

Through the lens of Loyola's mission, Walke's worldview has evolved, prompting him to confront social injustices head-on. He articulates the importance of translating reflection into action, stating, "What we do here at Loyola or what we do in our reflection, it’s something that ultimately needs to transform into work." This commitment to tangible outcomes underscores his role as a catalyst for change within educational systems.

Walke's engagement with ethics, service, and social justice extends beyond the classroom, shaping his personal and professional interactions. Rooted in his upbringing and experiences, he feels attuned to the realities of injustice and inequality. His dedication to serving marginalized communities underscores a commitment to solidarity and advocacy, exemplifying Loyola's mission in action. At the heart of Walke's approach lies a profound respect for diverse perspectives and experiences. He emphasizes the importance of listening and learning from others, stating, "I feel like we get a lot more done when we try to listen to each other rather than beat each other over the heads with our own opinions." 

Looking ahead, Walke envisions a future where education serves as a catalyst for positive social change. He emphasizes the need for environments that honor students' identities and experiences, stating, "I want to ensure that our schools are reflective of the communities that they serve and that the students can see themselves in the curriculum."As Walke continues his journey at Loyola and beyond, his leadership will undoubtedly leave a lasting impact on education in Chicago schools, creating spaces where every individual feels valued and empowered.

In his ongoing journey at Loyola, Walke remains committed to leveraging his experiences and insights to drive meaningful change in education. His preparation within the 3Cs program has equipped him with the tools to navigate complex educational landscapes with nuance and creativity as he enters the next stage of his career. By applying critical frameworks such as culturally responsive teaching, he seeks to transform curriculum design and instructional practices, ensuring that every student feels seen, heard, and valued.

Beyond the classroom, Walke's collaborative spirit extends to forging partnerships with fellow educators, community leaders, and alumni. He recognizes the power of collective action in effecting systemic change. Through these collaborative efforts, he envisions a future where educational institutions serve as hubs of empowerment and social transformation, nurturing the next generation of leaders and changemakers.

Reflecting on his time so far at Loyola, Walke embraces the process of "un-knowing" and the personal growth that can come from it. He remains open to new perspectives and insights, constantly evolving as both an individual and a professional. Looking ahead, Walke envisions a legacy rooted in advocacy, creating a more inclusive school climate where students can be themselves while simultaneously learning about worlds different from their own. Through his research and practice, he seeks to leave a lasting imprint on the field of education, empowering future generations to challenge inequities and build more inclusive communities. He remains steadfast in his belief that education is a transformative force for social change, capable of unlocking the full potential of individuals and societies alike.

As he embarks on the next phase of his journey, Walke's vision for the future of education remains clear: one where every learner is affirmed, every voice is heard, and every community thrives. Guided by principles of justice and solidarity, he looks toward a world that yearns for a brighter, more equitable future. With determination and a steadfast commitment to his values, he continues to inspire others to join him in the pursuit of a more just and compassionate world.

Story by Ethan Letsch