This past week during Open House at the Hawk, I helped to organize a community safety meeting that was to take place in our parent and family resource center. Like many initiatives and programs, this was an idea that was thought of and organized rather last minute, not fully leveraging our means to contact or parents and community members. This unfortunate reality of extreme multitasking that is not uncommon for many educators did not stop the event from being held. It did however drastically impact the number of parents that attended the evening’s presentation. As our community partners from Inner City Vision and I sat waiting to see what that number would be, a lone grandmother entered. She sat down and asked with nervous laughter if she could add someone to the list.
These words were written on March 26th of last year. I was going to continue to tell the amazing story of the one person who came to seek out information about child sexual exploitation and commercial trafficking, a very unfortunate reality that impacts the area along the Figueroa corridor that borders Hawkins High. I never got to complete this post before I left Hawkins.
The short of it was, on this night, that lone grandmother came to realize that her granddaughter, a former student of ours, had indeed exhibited every single tell sign of a victim of human sexual trafficking. She shared that her granddaughter had just been home after a year missing. She had come home weary, looking to rest. When grandmother noticed her tattoos, they were covered up and quickly concealed. When the questions of her “significant other” began, this young woman quickly put those lines of inquiry to an end. She was careful not to reveal what we would come to realize a week later in the Parent Center that night… a few days too late. The young woman disappeared again, leaving grandmother and family to wonder one more time.
Earlier this week I received a follow up email to an initial one I had never received. It was a request to assist in identifying and soliciting the participation of career and industry experts who may be available to see student presentations about human trafficking and homelessness, providing them feedback on a panel. This is an annual interdisciplinary project where 9th grade students in the Community Health Advocacy School choose a relevant and timely problem to explore and identify solutions to. This participatory action research project is aptly titled Rebuild Healthy LA. Pause and let that sink in for a minute. Today’s education, in order for it to be “relevant” and “hands on” (buzz terms often bandied about in the educational discourse) needs to ask youth to think through the most heinous of societal problems, how they came to be, and offer real viable solutions. It’s no small feat to dream of a world where a city’s residents can afford basic housing and shelter or where young girls and women can grow up and live safe, not having to fear that their bodies will become a mere object of a gratuitous and violent transactional underground economies.
This is both simultaneously hopeful and tragic, as often is much of the work of educators in inner cities across this country. Despite my not working in South Central Los Angeles any longer, I can never not invest in the hopeful side of the equation. So I reached out to my contacts I had cultivated around these tragic realities. Folks who had helped me think through appropriate interventions for young people caught up in gang life and consequential violence and trafficking. The same folks who helped organize my open house workshop a year ago. They responded immediately, more than willing to take another opportunity to engage young people in this most important work. It warmed my heart very much to see the unwavering commitment to the community these professionals have, and how they volunteered without hesitation to help cultivate the same in our young hawks.
A day later, yesterday I received a text from one of these professionals who had personally taken on the case of our young woman. The same woman who had helped me reach this grandmother that night at the school. We had kept in touch about the progress on her case. At one point she had been found and rescued. Awaiting programming for counseling and recovery, she had left again… reentering the trafficking world, were the cycle of violence is incredibly hard to escape. Yesterday’s text messages further helped me to know how this student’s story had developed. Below is an edited version of the text exchange with pertinent information redacted to ensure the safety and future recovery of said student.
This exchange continued and reminded me again that the world works in mysterious but often very encouraging ways. In meeting one person on one night, and connecting them with another, a path has opened up for one young girl to try and work towards hope. If there is such a thing as salvation, in my mind the closest thing we can do to achieve true understanding of it is to work together relentlessly in the name of hope.
In East Salinas, where I currently teach, human trafficking of young people and girls in particular, is indeed a problem. It is this reality that I am cautious about educating my young middle school students about, for fear of ending the last phase of childhood innocence. Yet it is the same reality that concerns me when students, like the one I wrote about in my last post, choose paths that increase the possibilities of tragedies like this. And yet we must remind ourselves at all costs that there is hope. Always.
As the whole world reflects on the past year and begins to spew out “best of” and “review” lists for our consumptive pleasure… I figured I too, needed to “contribute” my own perspective on this 21st century practice, which by and large I believe is a worthwhile practice, rewinding the year to review it more closely, slowly, and critically.
Things I have learned or affirmed this year:
Crisis is real
Perhaps it is my lack of comfortability in my new role this year as an intervention coordinator (new age dean.) Or perhaps it is the fact that for the first time in at least 5 years I have completed more than one book, the contents of which reassure me of the above stated lesson. Reading This Changes Everything, The New Jim Crow, and Future Crimes (I am hoping to complete this by year’s end) has definitely raised my affective filter and caused me to think at great length about the role of crisis in our lives and our abilities to respond to such turbulent times.
Whether its the continual attacks on black folks, immigrants, poor people, muslims, public education or the very planetary systems we all rely on… this year has had plenty of examples of crisis. The longer I ponder and postpone this post, the more crisis there is to ladden my writing with depressing hyperlinks that demonstrate how far we have yet to go. From this week’s non-indictments of police officers in the shooting death of Tamir Rice or the alleged “suicide” of Sanda Bland, to the happenings in Chicago… if you are Black in our country, you are in a perpetual state of crisis, 24 hour emergency. A decade into teaching in the Black and Brown community, almost four decades of being brown myself (depending on who you ask… no stop it! ASK ME HOW I IDENTIFY!!!) and I am STILL trying to come to terms with how much crisis and trauma impact my students on the daily. This has to at some point account for the trauma inflicted by the very educational system I am a part of as well, but more on that later.
My students who have only been in this country for a short time, struggle with great challenges both here and back in their home countries. Many of them from El Salvador, where the current gang situation has reached levels of violence reminiscent of the country’s civil war and our own country’s current and perpetual war on Black Folks. Successfully navigating a new culture, language, and educational system while simultaneously coping with news of loved ones murdered or disappeared back home is too much to ask anyone, but particularly misaligned with the developmental capacity of young adolescents. Acting out is common and when one pauses to take perspective, completely understandable. But what is being acted out? The answer is the type of crisis that fills much of my work day; truancy, drugs, gang tagging… a lot of anger. Again though, anger is understandable reaction when your dealing with situations like this:
As I zoom out and think about the international and global geopolitical landscape, the crisis seems to loom more heavily on the horizon… just far enough over the horizon to feel momentarily safe and out of harms way, until tragedies like San Bernardino happen. In the wake of the Paris attacks and San Bernardino, closing schools in my district for a day, the second largest in the nation, is not something I felt like criticizing then or now, but another clear example of crisis feeling globally and impacting locally.
To even give credibility to the notion that there is a climate “debate” at this point would be to betray my own convictions and belief in the environmental movement… and yet, returning to Paris once again, we witnessed leaders from around the world having to try really hard to reach an accord on something one would think should be easy to agree on… saving our one and only planet from irreversible, man made climate catastrophe. Whether that is what happened in Paris remains to be seen, but there was a real moment of crisis (probably several) when many did not think the climate talks were going to produce any positive mention in anyone’s year in review.
And what of education 4 change? I began this blog upon entering the teaching profession, more than 10 years ago… not exactly knowing what a blog was… but knowing that I needed a space to reflect on all the things that happen, all of the goings on that I saw all around me. From the personal to public, I have attempted to consciously think through my experiences in education in a manner that allowed me to continue asking questions of possibility… questions of hope. This year, public school teachers in Los Angeles have had to ask ourselves, “What if half of our district was rapidly converted into charters?” Some folks may feel they have answers to that question, as well as proposals to try and make that actually happen… but aside from possible answers in the form of extreme educational utopias and dystopias, this question begs many others: What would happen to the rest of the schools? Is intense competition the best way to innovate more effective learning for ALL students? How would this impact students and families? What would this mean for teachers? Or the entire LAUSD? One thing is clear, this would be a crisis. Education in Los Angeles would change dramatically… and not necessarily for the better.
And so then what? How do we make things better when we face so many challenges, so much crises?
Resistance is not always transformational, as the above mentioned defiance, vandalism, and drug use of some of my students can attest to… and yet there are moments when we are fortunate enough to witness the awakening of young person to a calling, their calling. When a young person discovers the passion and agency they possess and align it with a cause they care about, there is no better lesson, no better teacher. For some of my Salvadoran students this happens not at school, much to my dismay, but rather in an alternative space. Being out of the classroom and working intervention has allowed me to become more familiar with some of these spaces and programs. I have had the pleasure of meeting and working with Alex Sanchez, founder of Homies Unidos. The work he and his organization is doing with some of our young people at Hawkins is nothing short of revolutionary. And while it is difficult at times to witness students traverse the different forms of resistance often self defeating and reactionary, I have internalized even more the importance of learning that must take place outside of the classroom and often in spite of schools for some of our young people. One of our students testifies to that below:
Earlier this week I came across a blog post from a young man, Timothy Phan, I met at last year’s Civic Innovation Lab. His year end reflection had him thinking about his past convictions, passions, and the commitment at which he used to lead a life centered on these things. As I read on I began to identify with some of what he was saying. While in Portland this summer, a city that once served as a frequent summer hub at a time when my life’s work was centered on environmental awareness and activism, I was reminded of the power of this time in my life. Hanging suspended from many a places high up with young people, learning about our natural world while being fully immersed in it, and helping them to realize that this world was worth taking care of… worth fighting for. It reminded me of some of the feelings I had while reading This Changes Everything. Seeing those activists suspended from the St. Johns Bridge in Portland, I remember feeling a tremendous amount of pride for the stance they were taking, but it was tinged with a little guilt and confusion. As someone who very much believes in the science of man-made climate change and that we are abusing our planetary systems, beckoning very serious and irreversibly dire consequences, I had to ask myself, was I doing enough? Had my convictions waned with my youth? Was my contribution to the building and necessary resistance movement to stop climate change, the work of activists in Paris and the world over, even enough anymore? I could feel Timothy’s pain, his uncertainty about whether he had chosen the right path. And yet I came to realize that my involvement in environmental and social justice movements has always been about my role as the educator more so than an activist.
As I have grown to accept the role that has afforded me the opportunities to increase my level of activism in many ways on many different fronts, the guilt and uncertainty disappeared with little mention. I once again was filled with pride and a renewed sense of resolve. This time the feeling came sitting in the LAUSD school board meeting room. Our union, along with several others had organized a contingent of speakers to address the board in protest of the Broad plan to convert 50% of our district to charter schools. As I sat in the boardroom with colleagues from around the city, I heard parents and students testify to the importance of supporting their current public and neighborhood schools. Then, my dearest Jackie Goldberg, who has been frequenting my classroom for the last 2 years, collaborating around the development of our future Bruin teachers, got up to address the board that she once led as president. Her words and message was so powerful and direct that I had to share the entirety of it here below. If you have made it this far in this post, I implore you to click play and listen to her deliver what is the most concise and comprehensive summary of how public education in this country is being attacked… and more importantly watch her demonstrate how we can and will resist. It was during this that I realized I was exactly where I was supposed to be.
The Battle for Los Angeles public schools is heating up and allies like my aunt Jackie Goldberg are out to stop the giveaway of public schools to the billionaires.
So what now? This is a question I would often ask my students. If crisis is real and resistance is real… then what does that mean for me? What can I do with this knowledge that the year 2015 has afforded me? The tension between crisis and resistance brings about a sense of agency, of power. And I speak of power not in the absolute or corrupt corporate sense of the word. But as the ability to act in one’s own self interest. What most of us are beginning to realize, despite the 1%’s efforts to convince us otherwise, is that our own self interests are aligned with a great majority of people on the planet. It is this collective interest that we have, a collective interest in justice, humanity, and peace… that collective interest is where our agency and power reside. As I prepare to become a father for the third time, I know that the lessons I continue to learn about the world, about crisis and the human response will help guide my parenting and the raising of all my children. I know it will guide the way I continue to teach and support young people. I know it will remain a central piece of both my pedagogy and andragogy in helping to prepare the next generation of educators. It will be a foundation to call upon to help build this movement and continue to fight.
Let me give you a word of the philosophy of reform. The whole history of the progress of human liberty shows that all concessions yet made to her august claims have been born of earnest struggle. The conflict has been exciting, agitating, all-absorbing, and for the time being, putting all other tumults to silence. It must do this or it does nothing. If there is no struggle there is no progress. Those who profess to favor freedom and yet deprecate agitation are men who want crops without plowing up the ground; they want rain without thunder and lightning. They want the ocean without the awful roar of its many waters. This struggle may be a moral one, or it may be a physical one, and it may be both moral and physical, but it must be a struggle. Power concedes nothing without a demand. It never did and it never will – Fredrick Douglass
See more at: http://www.blackpast.org/1857-frederick-douglass-if-there-no-struggle-there-no-progress#sthash.EVhKVwl9.dpuf
the last two weeks, scratch that month, well… the entire academic year so far has been a whirlwind… so many highs and lows, often in such rapid juxtaposition throughout the course of a single day that there isn’t adequate time given to written reflection. as such, i decided to take on some inspiration from this morning’s sessions and key notes from the annual National Writing Project conference in Minneapolis. as we often suggest to our students and colleagues, engaging in the reflective and therapeutic power of writing can often help us heal. repositioning ourselves as “producers” of ideas and content rather than mere consumers is an empowering practice in and of itself… and yet too many conferences are laden with workshops, panels, and breakout sessions structured with passivity and consumption in mind, as our colleagues and partners try to “report back” and “share out” the amazing work we have all been “consumed” by since last we conferenced.
i am happy to report that this year’s NWP conference (not that i would be able to tell the difference as it is my first ever) is seeking to change all that. as a participant and presenter in this morning’s No Bells, No Walls session on sharing out the work done at several school sites and informalized learning spaces around the country per the LRNG and Educator Innovator grants, passivity was not the case. nor was it the theme of my colleague’s Cliff Lee’s keynote presentation on the great work that organizations like Youth Radio out of Oakland are doing. nor will it be the modus operandi of tonight’s game jam co-hosted by my nemesis and frequent collaborator Antero Garcia. and yet i still had to step away from the sessions to gather myself and take our own advice as critical educators… i needed to create time and space for my own personal reflection, to help sort out all the things that have been going on around me so that i may process how they are affecting me.
in a sense this is a continuation of a dialogue i have been having internally and with others as of late. shortly after this last conversation with Antero, another round of violence struck our community and school. 3 young people were shot right outside of the middle school i first began teaching at. in this most recent outburst, 1 Hawkins student was shot in the arm, another former student in the back, and 1 other current student narrowly dodged being hit. they were all sitting in a parked car after school. fortunately the two students who were hit are alive, though one may be paralyzed from the waist down and the other returned to school just this morning, with both arms in a sling, with parts of his arm and shoulder bones shattered, visibly in pain. the third student came back this past Monday, and returned home shortly after, realizing he was not in the mental space to remain in class. beyond the violence, the normalization of such occurrences, in particular gun violence, has caused many including myself to have lamented at length over the real challenges it presents when working with young people. these two students and their parents have also been impacted by the normalization, which presents as a cultural phenomenon of dismissing and disregarding truly traumatic events as trivial. this creates a unique set of challenges for me as an intervention and support coordinator. how do you intervene in the face of denial? how do you support someone who refuses to or can’t acknowledge the significance of a traumatic situation? what can you do when a parent refuses counseling for their child and themselves after their child has been a victim of gun violence?
these questions are the ones that dance around my head but are often pushed aside throughout the course of the day, because another mini or major crisis presents itself. these are the questions that i fear i will never find the time to fully examine and attempt to answer. and yet when i come to spaces like this NWP conference, i am reminded of the power of learning and teaching thru the lens of true experiences. i am re-inspired to hear and see the work of educators and students who collaborate together to respond to narratives of dominance by telling their own stories, learning valuable and transformative skills in the process; building critical media, literacy, and civic skills that offer them agency in a world filled with systems designed to take voice away from our young people.
luckily i work at a school site with a critical mass of educators who understand this approach and have a ton of experience teaching and learning from this framework. i am also part of a very capable and supportive out of classroom leadership team that continues to help cultivate this philosophy on our campus. and yet, our team is struggling greatly at the moment, trying to forge a sustainable model of authentically democratic and distributive leadership in a highly hierarchical structure… the usual suspects of personality, communication, and exhaustion brought on by overworking have complicated our efficiency as a team. but real issues of equity, transparency, and voice complicate the dynamics of highly capable individuals collectively trying to work and be adaptive leaders for our schools, which often are already going against the grain of the nation’s second largest district, a district being entertained by the plans of privatizing philanthropists. how does a team truly and effectively work through professional dynamics and interactions that inadvertently cause some members harm? how does a group of leaders learn and systematize inspiration and capacity building that empowers all stakeholders to be resilient through current states of reality and hopeful enough to keep working towards that desired state? how does a leadership team communicate and internalize the mission and vision of the work? how does a team repair harm to members and address real human emotions and concerns? at our school site, restorative practices such as engaging in courageous conversations in harm and community building circles is what we are trying to build into our toolbox. and yet after a 3 1/2 hour circle with our leadership team this past Monday evening after a full day of work, we left with many of these questions still unanswered for our team.
not all of the last two weeks have been a struggle. last weekend i was elated to work with some of our Hawkins students, our seniors who have been with us since the beginning, since the doors opened. 7 students from RISE, CHAS, and C:\DAGS collaborated with UC professors and graduate students from the UCLA REMAP department and Digital Cultures Lab to host the later’s first ever community event. my workshop was brought to life by the reflections of students poised to leave the high school space, looking back on their journey and articulating the lessons learned on the way. they helped to illuminate the power and impact of internalizing concepts like “designer”, “entrepreneur”, and “advocate.” they were able to collaborate on a 3D interactive mural that visualized their profound thoughts on the nature of the education they have been a part of and what the possibilities are for such expereinces. even more so they were able to share the lasting impression our young but emerging educational insitution had on their individual identities, in turn further validating the collective identity we are trying to create at Augusutus Hawkins Schools for Community Action.
as i sit and try to create a space of reflection and restoration for my own sake (a version of R & R in the educational sense) i realize that the all to real series of highs and lows may take on a tone that has me sounding depleted. and it is true that i am tired. tired enough to sit out of important sessions like my colleague Nicole Mirra and guests discussing why #blacklivesmatter in all of our classrooms. but it is the type of tired that makes me want to keep sharing out the good work our students and schools are doing. a tired that makes me want to keep on sleeping, so that i may continue to dream with those around me in building towards a more just, empathetic, equitable, and sustainable society.
Almost everyone new each other at the meeting. Long time friends from intersecting careers that led them to their current titles; lieutenants, detectives, directors of different types, principals… I was the lone intervention coordinator, and probably the youngest. The tone was oddly light given the context of why the meeting was called in the first place. At least at the beginning. Folks were hugging and laughing and catching up. And a certain sense of familiarity enveloped the whole meeting. As if many of them had been here before, with each other. Time would prove this sentiment correct.
South LA’s 14 shootings in the last week had prompted officials from LAPD, our school police department, and the District to convene a meeting of local school personal in the immediate and affected area. Folks in charge of earl childhood education centers, elementary, middle, and high schools congregated into the library at historic Washington Prep High school, familiar to many as the setting for the George McKenna story, a 1986 made for television movie. After we all introduced ourselves, our main director (there were so many) outlined that we were here to separate fact from fiction, a work around to the sensationalist media portrayal of realities on the ground. This of course was provided mainly by the police representatives.
Although none of this was surprising, what was somewhat unexpected was the way in which the gang violence was normalized. Take for instance the LAPD officer who began addressing us, essentially saying it’s been worse. Now of course media sensationalizing glorifying violence is a problem that I’m fine calling out. But normalizing violence in communities because the cycles rise and fall doesn’t do a lot to help us understand the current situation and how to mitigate the trauma many of our young people will bring to school in a couple weeks. That’s what quotes like this do. (All quotes are approximated and not verbatim… Central meaning intact)
14 shootings may seem like a lot but we’ve had more before. It’s not as bad as the media and social media are making it out to be. – LAPD officer
Don’t get me wrong. There were many people who raised concerns and questions that pointed to a critically reflective examination of the appropriate level of response. Educators and law enforcement shared their experiences and faith that in coming together we could rise to the unfortunate challenge of continuing our work in these beloved communities. Yet dialogue in this vain takes understandable steps back when statements like this are made.
You know it’s hard. When you deal with a kid who’s breaking into houses and then they get out and you put them away, and you put their cousins away, we fix the problem and then they let them out again. – same LAPD officer
Not everyone expressed such entrenched views from the status quo. Voices from all stakeholders were hopefully progressive, signaling their own experiences within shifting paradigms of policing and educational policies. Success stories about Restorative Justice programs in schools and Arresting Diversion programs on the streets were shared.
But by far the most critical and inspiring for me were the Impassioned share outs from community members. Folks who lived throughout these “common spikes” of gang violence. Former gang members themselves. Parents of the younger impacted generations. One such brother, Kevin “Twin” Orange, a former gang member turned intervention specialist for Soledad Enrichment Action, brought the focus back to addressing some of the root causes rather than symptoms.
We know these kids. And we need to be making sure they don’t remain “invisible” in our schools. Teachers need to understand where these kids are coming from and who they are actually listening too, looking up to. – Kevin Orange
Another sister spoke very directly about our need to disrupt the school to prison pipeline.
I’m not ashamed to admit, I’m one of those parents who has a son in prison because I didn’t know back then what I do now because it wasn’t taught to me. We need classes for our kids IN the schools during the day that help them understand the cycle of trauma and violence. – Sandra Gladney
These folks were directly calling for a more transparent and effective partnership with community organizations and schools to serve the youth. Pointing out that a “masters degree in social work didn’t always guarantee understanding what a masters in life did.” They hadn’t stopped living this reality. And they passionately wanted to change it. And yet what was so frustrating was our district representatives continual reminder of protocols and processes on LAUSD’s end that must be considered or “worked around” to ensure these types of collaborations and partnerships are possible. It harkened me back to Robert Moses’s concept of Earned Insurgency. We keep getting knocked down but so many of us don’t get back up.
What really wasn’t intended to be a dialogue but more of presentation, did end up turning into the former. And this was hopeful. Our main director immediately seized the opportunity after the meeting to talk with representatives from these community organizations, as did others. And some serious questions were asked. How do we identify kids dealing with trauma? How do we communicate the severity of the situation to staff and community without causing paralyzingly panic? How do we begin to listen to folks who know the reality beyond information sharing, because they live it? How do we to build with our communities?
But I couldn’t help shake the feeling that for some, and really for all of us to a degree, it was a return to a business as usual state of mind. One in which the realities of others could be put on pause for awhile. That all out crisis could be averted for a little longer.
I also can’t help making connections back to the global climate crisis we are all facing. The mechanisms and narratives of normalizing the “cycle” of violence causing that crisis, in command of our day to day lives. We are left unable to shake past the spellbinding we tell ourselves, unable to wake up from the dream that someone else will come and save us. No one is coming to save us. We have to do it ourselves. We have to do it now.