Jeff Duncan-Andrade, Ph.D., is Professor of Latina/o Studies and Race and Resistance Studies at San Francisco State University. He is also a founder of the Roses in Concrete Community School, a community responsive lab school in East Oakland and the Community Responsive Education Group. As a classroom teacher and school leader in East Oakland (CA) for the past 29 years, his pedagogy has been widely studied and acclaimed for producing uncommon levels of social and academic success for students. Duncan-Andrade lectures around the world and has authored numerous journal articles and book chapters on effective practices in schools. He has written two books and his third book with Harvard Press is due out Spring 2021.
In 2015, Duncan-Andrade was tapped to be a Commissioner on the National Commission on Teaching & America’s Future (NCTAF) and in 2016 was part of the great educators invited to the White House on National Teacher Appreciation Day by President Obama. He is also the 2019 Laureate for the prestigious Brock International Prize in Education. Duncan-Andrade is also consistently ranked as one of the nation’s most influential scholars by EdWeek’s Public Influence Rankings.
Duncan-Andrade’s transformational work on the elements of effective teaching in schools is recognized throughout the U.S. and as far abroad as New Zealand. His research interests and publications span the areas of youth wellness, trauma responsiveness, curriculum change, teacher development and retention, critical pedagogy, and cultural and Ethnic Studies. He works closely with teachers, school site leaders, union leaders and school district officials to help them develop classroom practices and school cultures that foster self-confidence, esteem, and academic success among all students. Duncan-Andrade holds a Ph.D. in Social and Cultural Studies in Education and a Bachelor of Arts degree in Literature, both from the University of California – Berkeley.
Allyson Tintiangco-Cubales, Ph.D., is a Professor in the College of Ethnic Studies and Educational Leadership at San Francisco State University. She cofounded Community Responsive Education and Teaching Excellence Network. She has published five books and a wide array of articles and book chapters that focus on the development of ethnic studies curriculum and community responsive pedagogy. Professor Tintiangco Cubales has won many awards including being named one of the 100 most influential Filipinas in the world. In 2014, she was also given the Community Advocacy Award from the Critical Educators for Social Justice group from the American Educational Research Association.
Glenda Macatangay is a social justice entrepreneur that utilizes art, creativity, and innovation to operationalize core values and philosophies of equity in building community-responsive sustainable businesses. She is the Chief Operations Officer of Community Responsive Education and the Managing Partner of UpperCloud, a media agency for social impact in Oakland, Ca. She holds a Masters in Social Work degree from California State University at Sacramento and a Bachelors in Sociology and Women’s Studies from the University of California at Davis. She was a practicing clinician and clinical director in various environments of private practice, non-profit and community-based organizations, schools and the juvenile justice systems for over 19 years and has continued to serve her community in support of mental health and wellness through public art, film and radical healing experiences. She has been a community organizer for over 25 years. Organizing is the cornerstone of how she positions all her work in business, art, and radical healing.
I recently had the pleasure of meeting you about six/seven years ago in Las Vegas, NV. You spoke to us at Teach For America my very first year in the classroom and it was a conversation that I'll never forget. I bought your book, stole your presentation style of implementing movie vids within my oral presentations, and overall just flat-out aligned your entire stance to black and brown boys within education to mine. The power of our identity within the classroom is immeasurable, yet our absence within it occurs far too often than not - more particularly within literature. As such, it broke my heart as a 3rd and 5th grade teacher on the North Side of Vegas day in and day out. Reason being, is because of the lack of our identity present within our libraries. My scholars cared less of the Euro-centric books that were lifted from its shelves; they knew not of the lifestyles and sense of 'culture' within many of them and, clearly, culturally-relevant teaching was non-existent throughout their publications. So I did something about it... Just recently, I published a children's novel geared solely towards the upliftment of black and brown boys in an attempt to change the disheartening narratives that are used to describe them. I created a piece of literature that I hope will inspire young black and brown men for generations to come. As such, I'd love to share a copy with you as I used your very own book to push me through my fears and hesitations throughout my journey... and still do as I'm a few semesters away from my doctorate. Continue to Inspire The Masses, Jeff.
Dear Dr. Duncan-Andrade, Thank you in advance for reading my email. I was fortunate enough to hear you speak at the TALK 2019 conference put on at Kent School District in Kent, Washington in August of this year. Your talk and follow up discussions had a profound effect on me. Thank you. Our district is working towards using an equity lens in all our actions when educating our children. My superintendent, I believe, is creating opportunities for all of us to do the hard work that must start at a personal and vulnerable level. I believe he sees- much like you- that having an Equity office does not mean we are moving towards “equity.” I appreciate his direction and have tried to take it to another level at my school. I have the ability to dictate what teachers are to use about 20 hours of time a year. It’s called principal’s effective education. I’ve told the staff that 100% of this year’s effective ed is to be on equity study. I provided a list of books, ted talks, documentaries, etc. that they can use their time for in order to get effective ed compensation. Needless to say, this has stirred up some staff members which I expected. While other teachers are ready to roll up their sleeves and have the uncomfortable conversations, they are also faced with their colleagues who are angry and frustrated at being forced into discomfort out of their white privilege. One thing I have learned being white in the equity conversation is that we have to live in discomfort and be alright with non-closure. So I’ve advised the staff who are upset that their colleagues are not “there yet” to just keep up the discussion, read the room, keep it up. However, what I had no idea would happen seems to have started happening. My staff of color are receiving questions and statements that make assumptions, are loaded with bias and are down right ignorant. More than usual. This is where I am lost to what to say or do. I do not mind taking the hit or being the punching bag from staff who need to process through their biases. I do not mind creating a culture that does not feel settled right now. But I cannot abide for my staff of color to receive this kind of treatment. I could go to the guilty parties, but feel it will be handled like a bully handles consequences. I could think of whole-school sensitivity training, but also feel the message will get lost or watered down. I’m truly gutted at these recent events. I just didn’t think my staff was here. And if they are here with other staff, what are they saying to my students? I reach out to you because I have no idea where to go. I am reaching out to a few others in my district and out of it in order to try to gather as much advice as possible. Thank you again, and thank you for being such a strong voice in the education community.
I wanted to drop you a line to say that last week I was at this wonderful conference (Curriculum and Pedagogy) in McAllen TX, where I found myself both thinking about your writings and talking about them (again!) to others. This was especially true as I walked by the border, Border Patrol agents, and saw people on the bridges and on either side and thought about...everything. I found myself thanking the professor who introduced me to your work in person (finally met her), and then suggesting it to other graduate students. http://www.curriculumandpedagogy.org/conference/ Then, today, my advisor from University of Texas-RGV sends me this article by Picower. She thinks it can inform my dissertation work, because I am having trouble deciding on one question and a methodology that I can reasonably accomplish. Especially because my father is now terminally ill, it has to be a very meaningful project to me and also do-able with my family life. That's kind of a contradiction! In any case, I saw you cited over and over in this article, and found my spirits lifted and found myself inspired again and thinking positively and passionately. I thought that it would be nice to tell you, again, your work is making a difference to a specific someone, and I guess also in a way to my specific students here at Nuestro Mundo Community School in Madson, WI and also to my adult graduate students in a local bilingual education masters degree program.
Dr. Duncan-Andrade, I want to thank you - because for the first time EVER ! I heard the words out loud that have been inside me silently kill me. I am from National City, Ca. A city that perhaps San Diego county would rather omit on its stats report. For years growing up I was told that the only way to “make it” was to get out! To leave, to move far away and that doing so would mean “I made it”. I was confused by the idea ... why? why do I have to leave in order to feel accomplished. Hearing you today (on video) speak about a similar truth made me Oh So Happy! I didn’t leave, I stayed and I’m totally proud and honored that I did. Now, I am in a position to speak the opposite of those words to my students, that the “hood” isn’t a place to be ashamed of or runaway from. As an educator in this school district, I will hold my post as you said. The hood will save the hood! Love it!
Dr. Duncan-Andrade, It was such a pleasure to connect with you yesterday! You inspired the hell out of me, with your story on providing support to teachers, especially of color, as they work towards personal healing. We need these folks to be week, so that they inspire a wellness in the youth they serve. Thank you for your time.
Dr. Duncan-Andrade, I wanted to send you a quick email to thank you for the time and conversation you gave us this week. The ideas we discussed have been kicking around in my mind all week, and have started to shift my thinking as I have gone through my day. I have been thinking a lot about where those spaces exist in the school where I'm seeing students gravitate towards, where they are congregating after school, or during times where they don't have to be anywhere else. As I have thought about those spaces, I have also been reflecting on my own work to begin to think about how the environment I am can be more like those spots. Additionally, I wanted to thank you for the scholarship you have done. When I picked up Ganstas, Wangsta, and Ridas during my first semester in the college of education it was like touching the third rail. In that work (and through the teachers profiled) I found ideas and an exemplar of what I wanted to be as a teacher. We spoke about allowing teachers to dream, and those teachers put face to my own teaching dream.
I currently teach English to freshmen and sophomores in the state of Arizona. About five years ago one of my professors assigned your book as a class reading. As I've gotten older and experienced life, as well as life within the walls of low-income schools, I find myself now in my 4th year of teaching having the deepest burning desire to follow in your footsteps. You are the first person I have as a role model and "hero" that I don't actually know in real life. You have inspired me more than I ever thought someone could do. So, just know that your research and words are influencing in a beneficial way the lives of hundreds of students every single day.
Kia Ora Jeff, thank you for your gift (knowledge) at the recent conference Tuia Te Ako in Auckland New Zealand. Having seen you first at Social Justice Education Symposium, I have used your stories to promote a critical literacy student centered pedagogy. And now having seen a second presentation of yours, it has added to my own self and professional development. The wealth of knowledge that you share is inspiring. I look forward to the many gifts that you will share in the future.