In the fall of 2002, I began participation in a UCLA/IDEA teacher’s seminar entitled, Powerful Teaching through Critical Research led by Dr. Jeff Duncan-Andrade, along with a small cohort of teachers from my school, 99th Street Elementary. Through this inquiry group we discuss social justice issues in terms of our curriculum, our school and community, and even in terms of our own perspectives and ideas of the meaning of social justice.

In December 2002, a colleague and participant of the group shared information about her 4th grade class and their concerns with Mayor James Hahn’s comments about the “gang problem” in LA. The Los Angeles Times (December 4, 2002) heading stated, “LA War On Gangs,” which led to a lively discussion in her classroom about stereotyping, racial profiling, and her students’ community concerns. More specifically, the teacher shared about her students’ perceptions about gang members and how closely it could resemble hip-hop culture as she infuses hip-hop in her core instruction.

I was inspired to discuss these issues with my second grade students because a couple weeks prior, during Community Circle, a student brought up how there was a drive by at his home. After he shared, other students began sharing their experiences with 'drive-bys' and how it affected their community. Our class went so far as to interview and graph other classrooms about how safe they felt in the community and the school. Shortly thereafter, I brought up the LA Times article and began by inquiring, “What is a gang?” One student responded, “a group of friends… who shoot.” Although I wrote her statement on the board, I wanted to focus on what she began with… “a group of friends.” Later I inquired, “What does a gang member look like?” followed by “What does a hip hopper look like?” Through a critical dialogue we discussed similarities and differences between both groups and issues they were concerned about.

From this discussion, the students wrote letters to Mayor Hahn describing their concerns with the racial profiling and stereotyping of people of color as gang members. Through this activity, students were pro-active agents and participated in creating change not only for our community but also in the way they perceived themselves. As a result, we received a written reply and photograph of the Mayor from his office in January. Although the Mayor did not personally write the letter, the students felt that their voices were heard and they had the power to change and influence structures and beliefs. This was a powerful activity for my students to participate in because they now feel there is a place for their voices to be heard. Since this time we have written other letters to the Mayor and other officials on various topics.

This activity did have shortcomings. As the cohort viewed my lesson and discussion with the students, I realized that the way in which I recorded students opinions about what gang members and hip hoppers looked like were mutually exclusive; one was bad and one was good; they could not be both; and I neglected other “groups” of people who could of fit in the descriptions that my students shared. It is my belief that I continually must press on and learn from my prior experiences in order to become a better teacher.

Although this discussion empowered students and validated their opinions, voices, and created a positive change for our class, this activity was also aligned to the standards. Often times as teachers, there is an unspoken voice that makes us feel like we have to follow the regimented curriculum, but we don’t. This activity was so much more meaningful for my students because they were writing about their community and what matters to them. We, as teachers, not only have the ability but the right to include students’ voices and interests in the core curriculum. These activities and discussions were not lined out for me in my Open Court Teacher’s Manual, but my students hit all the standards all the while involving themselves in a process that was not only standards based, but more importantly, meaningful to them.

Within the site of education, teaching can shape, transform, and influence the decisions and choices that we make as individuals, whose everyday decisions have an impact on the rest of society. I entered this profession to be a socially just educator who empowers students to question and to raise what Freire describes as "conscientization;" a heightened awareness, a critical viewing, that makes injustices in our lives unendurable. Teaching has the potential to be transformative and is a progressive process that can create positive change in the lives of all (which I find to be the most rewarding and worthwhile experience to be a part of). Committed, critical, and active agents within schools must educate students (and teachers) to recognize that they, too, can be active agents in creating change.

January 21, 2003

Dear Students of Kimberly Min's Second Grade Class:

In response to your letters to Mayor James K. Hahn, we would like to take this opportunity to thank you for your comments and concerns.

The Mayor deeply appreciates and values the opinions that he receives from all constituents, but particularly from elementary school students who are “our leaders of tomorrow!” The Mayor believes that everyone shares a role in making our community a better place to live.

Students, your interests in civic matters are commendable and we hope you will continue to pursue your dreams and strive for the very best that life has to offer.

Best Regards,

Carol Watkins, Director
Constituent and Senior Services