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Maia Ferdman

Maia Ferdman (she/her) is the staff director of the UCLA Dialogue Across Difference Initiative and deputy director of the UCLA Bedari Kindness Institute. She is also the founder of Bridges Intergroup Relations Consulting, a firm that supports organizations and communities to build vibrant spaces of belonging – celebrating our complex identities, proactively exploring our differences, and fostering resilient relationships between groups. Maia has worked with and consulted for agencies and organizations including the California State Water Boards, the City of Los Angeles, Pepperdine University
the moment

Teaching About the Montgomery Bus Boycott

The Montgomery Bus Boycott began on December 5, 1955, and lasted over a year. It’s difficult to overstate the influence of the boycott’s strategy, successes and leadership on how the Civil Rights Movement of the coming decades took shape. In our newest article, we examine the history of the Montgomery Bus Boycott through the lens of Learning for Justice’s newest framework, Teaching the Civil Rights Movement, and we recommend resources that help provide a fuller account of this pivotal event.

  • Teaching About the Montgomery Bus Boycott
  • Teaching the Civil Rights Movement
  • ‘Browder v. Gayle’
article

Why I Teach: My Grandfather's Legacy

As a child I knew my grandfather was different. Grandpapa had been a sharecropper in southern Indiana. He had worked most of his adult life raising corn and pigs. His hands were big and callused. He stooped when he walked and the skin on his neck and face was scarred. His earlobes were long, stretched and fused down low at the back of his jawbone. His eyes seemed to be a bit elongated in their sockets. He was different because he looked different. You see, when he was a young child he had played with matches and caught his clothes on fire. His facial disfigurement was the price he paid for the bad judgment of a toddler.
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article

Creating Authentic Audiences for Writing Students

One of the surest ways to motivate students to not only write, but to write with passion, purpose and power, is to make sure they have an authentic audience. This means they must write for somebody other than me, their teacher. Students must know that there is power in their words and that they can be heard.