Education Justice

I advocate for decarceral and restorative practices in collaboration with community and youth organizers who are addressing social justice issues in schools. I have been designing learning through abolitionist pedagogies and developing cross-disciplinary programs in hybrid learning environments for twelve years.

Services & Offerings

“The present moment clearly demands a convening of radical pedagogical energies that can build the collective human power, epistemic and knowledge apparatuses, and material sites of learning that are the precondition of authentic and liberatory social transformations.” -Dylan Rodriguez

Building Movements

Narrative Justice

Narrative builds power for people, or it is not useful at all. Meaningful narrative change is not possible without the amplification of marginalized voices to create leverage over those who maintain the unjust rules and norms that shape society. It means having the power to defeat established oppressive systems that seek to close down the opportunities we need to open up to achieve real impact at the policy, community and individual levels.
Youth Allyship

I advocate for community-based pedagogy to work toward transformative social change in collaboration with youth-centered and youth-led grassroots organizations who are addressing social justice issues in schools and communities. For those involved within intergenerational organizing, respect and trust must be mutually earned to mitigate barriers between young people and adult allies. Adult allies and community elders should not situate their own ideas or expectations for resistance, but use their power to carve out space for youth organizers to develop relevant methods to dismantle oppressive systems.
Decarcerating Learning

Schools serve as carceral institutions, or arms of the school and prison nexus in which students are actively controlled and disciplined rather than educated throughout the day, and not even by trusted adults they have relationships with, but by real police officers posted at their schools. In cities with the majority of students coming from historically disinvested Black and Brown communities, or immigrant and refugee communities, where there should be school-based wraparound services to support non-academic needs in addition to academic needs, these schools are now paying city police salaries.