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C1 T3 11:45

"...Schools are supposed to be in partnership with the community,it should be equal parts working together to do what's the best interest of students...."C1-T2-1

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C2 T1 17:42 Ts not acknowledging oppression: All the time. That's the status quo. That's the vast majority of spaces you go. (C2-T1-1) 17:42

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C1 T1 11:00 if leaders don't acknowledge and recognize the indifference inequity injustice, if they don't recognize them, they can't fix them...

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C1 T3 11:45

"...Schools are supposed to be inpartnership with the community,it should be equal parts working together to do what's the best interest of students...."C1-T2-1

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C1 T3 13:39 "It made his students smarter,and made his students prepared for life,and made his students better of for school"

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C1 T3 3:55 we recognized is the idea that our children came to us with a whole bunch with the ability to think and to create

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C1 T1 5:04 we were doing so through a process of consciousness building... we were a counter hegemonic project

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C3 T1 6:09 ...State of Arizona recognized or believed that program was a threat to State a national security

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C3 T3 13:15

"If he's students failed,he has failed.And if he's students feel successful,then he feels successful."

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C3 T1 13:21 Before being dismantled we were not able to operate to scale

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C1 T2 14:30 Assessments ... We inverted the achievement gap for matriculation, graduation from colleges and universities, and GPA.

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C1 T1 15:10 The development of hope consciousness, identity building we believe as as students engage in these processes, then schooling is an easier process.

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C1 T3 16:39 Get an education and give back to the barrio serve the barrio. What does it say about my ancestors when we get out of the barrio? We wanted to help students get to that identity

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C1 T2 19:57 Developing authentic organic relationships is hypercritical. Teachers leaders advocates who develop authentic organic relationships truly care about the people they're serving and ... they recognize and honor the assets that the people come with.

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C1 T2 T3 26:09 We come back because of what you teach us and how you teach us (pedagogy) and because of how you treat us and our parents

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C3 T3 26:32 Their parents were treated badly in schools..

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C3 T3 26:32 Their parents were treated badly in schools..

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C1 T3 30:54 Students tell their families to attend an event. They showed up over 1000.

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C1 T3 32:14 Recognizing the culture of the community, heritage that comes with culture how you build the experience around the culture is important. Methods of culture and knowledge building

validates who the students are, who they will become, and what they will do for their communities

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C3 T3 33:56 Unfortunately, we are still dealing with whiteness. White oppression. White way of knowing/doing. It protects and privileges whiteness. that's what school districts do.***

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"People are cultural beings how they learn,from how they speak.If you want to teach them you gotta understand them,if you want to connect with them you need to understand them.If you don't try to understand them then your gonna have a hard time connecting with them."

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Tyrone experienced a time when a teacher wasn't teaching and students not giving any efforts,the teacher didn't care about the students and the students just gave up.

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C1 7.51-8.06 “we see teachers acknowledging and confronting oppression every days”.

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C1 13.47-14.09 “It is important to make students and families feel welcomed”.

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C1 24.40-24.47 “Students can bring a lot to the table”.

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C2 T1 17:56 Communties and people buy into their own oppression. That's the staus quo in schools they want to create that mindset to buy into, promote, that allow that mindset to take place...

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C1 T1 8:51 When we are able to present these opportunities for kids at a younger age, their self awareness.. can really create a difference. When you don't know when you are part of a system that is creating injustice or living day by day in this oppressive system, you aren't able to do anything different.(C1-T1-2)

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C2 T3 18:42 A teacher told a mom that she needed to speak English because she was in America. And because she was a Black teacher it added to this parent's ideas towards anti-Blackness.

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C3 T1 5:01 There can be harm done if teachers are not equipped to handle the harm done.

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C1 T1 T3 6:20 Example of Ms. Ericka teaching about the Dakota Pipeline to Kindergarten and inviting families to join.

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C1 T3 9:58 You can't serve people you don't know.

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C2 T3 12:00 My mom had just passed and I was struggling and needed help, but the teacher never wanted to hear it and I was basically failing the class.

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C1 T2 T3 15:32 At a former school I was at we valued families cultures through a strong arts program.

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C3 T3 22:03 The system is so broken, the entities aren't working together which creates hurdles...We need to train teachers and school leaders to value relationships.

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"There were many issues in the Berkeley schools mostly related to safety." 17:49

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"The impulse of adults is to respond." 18:00

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”that was a decision made by the community back when I was the principal,to have a whole school that was relevant to the children…”

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“…their confidence, their well being, their strength in their identity,their understanding of who they are, are clearly,clearly evident because of that type of education…’’

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“Unfortunately yes,almost every school in New Zealand that is a public school, is pretty much the opposite of the schools I'm talking about…”

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“Racism is behind all of it, that’s why we can’t get more progress in terms of doing what you guys are trying to do, that’s why we can’t get what kura kaupapa maori is trying to do, and do what the schools in Hawaii are trying to do.”

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“... schools that don't value students' ethnicity or identity.”

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“If you're not assessing students' cultural knowledge,cultural identity,community relevance,then that makes no sense to me.” (c1-T2-1)

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“…What took off first was their cultural identity scores and relationships to each other…”

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”if you don’t know who you are, then you won’t be a full effective contributor to society…” (c1-1-1)

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"You can't solve a problem if you don't know the cause." 18:10

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“When you go to school, you don’t want your school just to respond to who you are,you want it to sustain and grow who you are in terms of your culture and your identity.”

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”…they say that equity is not the endgame, the end game is sovereignty.”

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”There are a lot of problems mostly related to safety.”

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“The impulse of adults is to respond.”

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“These are the teachers who care about me and these are the ones who don’t, these are the places where I’m learning something and these are the places where I’m not”

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“Basic needs are met and because of that it actually feeds their dreams” “It allowed them to feel safe in a neighborhood that actually wasn’t safe”

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”You can’t solve a problem if you don’t know the cause.”

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“It isn’t something you just do as part of your school day. I think your entire school day from the minute you set foot in your school to the moment you step out should be ethnic studies, all day every day.” (C3,T3-1)

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”One thing adults aren’t willing to do is talk to the kids.”

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”It’s important for adults to have resources.”

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“A lot of schools don’t have the resources they need to address the needs of students.”

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“Schools can’t solve homelessness but society can.”

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“When students of different backgrounds can organize around common interests it can reduce other issues…”.

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”…and that was amazing to have an art teacher, a dance teacher who wanted to partner to teach about the black panthers…”

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”…if you're doing a project somebody might be good at thinking of ideas and somebody might be good at implementing those ideas…”

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“When you think of assessments many times you think of a teacher they think of paper and pencil.”

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I think it’s important that we teach ethnic studies from kindergarten to college…”

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“When you think of assessments many times you think of as a teacher they think of paper and pencil.

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“If you're not getting that nourishment, that medicine,it will affect everything.” (c1-3-2)

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’’…I didn’t know about my history as a black indigenous Chicana until I got to college, and that’s sad…”

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“…and that’s why I was able to use them in college. There were no ethnic studies where I went to college, I learned it in the community…”

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” If every single thing was so different from what you understand or know, you’re going to get frustrated…”

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“She was determined that we would understand the importance of African American history and culture.”

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“But when I was telling the story of my grandfather as a railroad man,who migrated from South Carolina to Philadelphia, I really wanted to get it right in Spanish.”

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C1 4.33-4.48 "Each of my students are diffirent or come from a different backround".

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”she was determined that we would understand the importance of African American history and culture.”

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“But when I was telling the story of my grandfather as a railroad man,who migrated from South Carolina to Philadelphia, I really wanted to get it right in Spanish.”

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”she was determined that we would understand the importance of African American history and culture.”

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“The assessments are allegedly telling us what students know and are able to do and if the assessments…”( c3-1-1)

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C3 T1 8.07-8.18 "As being in a school in Oakland I can see the difference in cities nearby where they are not as good at confronting oppresion".

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“Schools are bad because they don’t know how to serve students' needs.”

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C3 T1 9.22-9.30 "Those students may not be able to do the extra curriculum activities or sports or music classes. Its oppresing them".

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“It’s not fair to put things on schools but schools play a big role in teaching kids and they’re not doing a good job at that.” (C1, T3, T3)

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"Yes I have seen teachers just didn't care about students, they just cared about working and getting their paycheck, nothing else."***

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”If students don’t come to school happy and be happy, then they don’t learn.”

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”Schools say that their students are a rainbow of different colors and ethnicities and that they support all races but then, for example, black kids would be in the office every day.”

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teachers need to be paid more,but they need to change their behavior and show cultural caring to the students.

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C2 10.54-11.09 "We had a teacher that would tell his englsh learning students that they would not make it past high school".

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“...If you dont learn anything about yourself or who your people are…

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”…so I used Minecraft as a way to connect the vocabulary in the test that we were using, and the students were able to get it right away…”

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”…when I was in school, I don’t remember learning anything about Filipino culture or history…”

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8:47 Example of a positive experience: “Holistic needs were being met and a part of the schools’ vision."

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“Schools are just more focused On test scores quote on quote getting the work done then Checking in with the students”

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“The student's background determines their outcome”

(C2,T1,1)

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“They described it as safe even know it is in a neighborhood that is not safe” 8:39 (C3,T1,1)

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“When you feel connected and cared for…it allows you as a person to grow” (C2,T1,1)

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“We are in the midst of starting a revolution for what schools is gonna look and feel like.

Student wellness should be at the top of that revolution.”

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“there's no longer just about how there doing in our class, it's about how they're doing in all their classes in school so just being an advocate for them..”:

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“Prioritizing youth wellness has implications beyond the school community.”

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“Student wellness is essential to be a school's primary responsibility.”

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“I believe that wellness should be the primary responsibility of schools.”

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“Prioritizing youth wellness has implications beyond the school community; it

creates lifelong pathways back to wellness.”

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”If you have education then it’s already equitable.”

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“I think it’s a mistake to just put it on schools”

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“I think that it requires for schools to no longer exist and for us to envision a world that, in some ways, is returning back to the world and communities that a lot of us come from.” (C1,T2,1)

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“It’s not fair to just put that on schools this whole society has to do more” (C2, T3, Ex. 1)