West Adams

Lily Bryant, Karla Castillo,

Vinh Hoang, & Tuan Hophan
Research Question

Noticed many murals in the community, students are into other forms of artistic expression
How can art and art space be a source of unity in urban communities
Lack of sense of unity and parents want to be involved- address concerns & highlight
pre-existing community assets
Expand their creativity, develop artistic skills, and strengthen relationships with each other
and community at large
Provide an artistic outlet that many students in the school need
Community Concerns

High interest from parents to convivir with teachers, administrators, and other
community members outside of the classrooms
Few opportunities available for this
Lack of field trips, community events for students
Lack of resources for elective and extracurricular classes
United Neighbors Neighborhood Council concerned with illegal dumping and
historic preservation
Community Resources
Action Plan

Creating Art
St. Elmos Village
Possible collaboration to set up art workshop at Pio Pico
Underground Museum
Offers free tours of their space for educators and their students
Space is open for students/young people to create art.
Displaying Art
School hallways/Gallery Night
Blu Elefant Caf


Ed405A:CommunityInquiryProject
Fall,2016
LilyBryant,KarlaCastillo,VinhHoangandTuanHophan

IndividualSelfReflectionsandPositionality

VinhHoang
IgrewupinPomona,California,apredominantlyHispaniccitythatisplaguedbyahigh
povertyrateandahighcrimerate.EventhoughmyfamilyisVietnamese,Ididnotconsiderus
tobeo utsidersofthecommunity,wehadfriendsintheneighborhoodandoftenspenttimein
eachothershomes.So,Idonotconsidercommunitytobebasedonethnicityorevenculture,I
consideracommunitytobeagroupofpeoplewhohavesharedexperiencesandareall
concernedforthew ellbeingofotherswithinthecommunity.Also,growingupinan
impoverishedareawascriticalinshapingmyideasoneducationandsocialjustice.
InVietnameseculture,educationishighlyregarded.Myparentsinstilledtheideathat
educationwaskeytoachievingsuccess,especiallysincewewerepoor.Itwouldbeourway
outofpoverty.Asaresult,Iseeeducationasanagentofchange.Ithasthepotentialtolevel
outtheplayingfieldsothateveryonegetsafairchanceatlife.However,throughmy
experiencesinschools,Ic anseethateducationisnotyetthegreatequalizer.Uptohigh
school,Ihadattendedlocalschools.Ithentransferredtoahighschoolinamoreaffluent
neighborhood(predominantlyWhite/Asian)ofPomonathatwasd eemedacademically
successful.Eventhoughthetwosetsofschoolswereapartofthesamedistrict,thehighschool
acrosstownhadbettercomputers,abiggerlibrary,andmoreafterschoolresourcessuchas
tutoring.Eventhoughmypreviousschoolswerelabelledasfailing,theydidnothaveaccessto
thesetypesofresourcestohelpremedythesituation.Experiencingthesetwodiscrepancieshas
shapedmydefinitionofsocialjustice,asIbelieveitmeansredistributingresourcesand
challenginginjusticessothateveryonehasthenecessarysupporttohaveafairchanceatlife,
regardlessofr aceorstatus.
Myideasoncommunitywillkeepmeawareofmyoutsiderstatus.EventhoughIhave
experiencedviolenceandpovertyinmyowncommunity,Ihavenotexperienceditinthecontext
ofmystudentscommunity,soIcannotpresumetoknowwhattheyaregoingthrough.Still,
eventhoughIamanoutsider,IwanttodomybesttogettoknowthecommunityasIbelieveit
isintegraltobuildingpositiveStudentteacherandteacherparentrelationships.

LilyBryant
GrowingupinPasadena,California,Iattendedaprivate,collegepreparatoryschool.
WhenIwasinfifthgrade,myfatherlosthisjob.Whilemyfamilymanagedtoaffordmy
continuedprivateeducation,myyoungerbrotherbeganfirstgradeinthepublicschoolsystem.
HiseducationalexperiencepresentedaverydifferentpictureofthecommunityofPasadenathan
theoneIhadbecomeaccustomedto.In1970,PasadenawasthefirstnonSoutherncitytobe
givenafederaldesegregationorderthatresultedinmajorinstancesofwhiteflight.However,the
attractivenessofPasadenameantthataffluent,whitefamiliesfledtoprivateschoolswithinthe
city,ratherthantootherneighborhoods.Today,13%ofPasadenaspopulationlivesbelowthe
povertyline,while68%oftheschooldistrictsstudentsareeligibleforfreelunch.Incontrast,at
myprivateschoolIsatinclassalongsidewealthy,whitepeersrepresentingPasadenasthriving
commercialactivityandintellectualcommunity,aswellasitshistoricwhiteprivilege.In
experiencingandobservingthebinaryofPasadenaspublicandprivateschooling,Icameto
betterunderstandmyprivilegedpositionduetotheguaranteesofmysocioeconomicandracial
background.

IbecameinterestedineducationandsocialjusticeworkasaresultofthecontradictionsI
notedintheschoolsandcommunitiesaroundme.Likemyhighschool,OberlinCollegealso
mainlyconsistedofaffluentwhitestudentsfromeitherCaliforniaorNewYork.Thelarger
communityofthetownofOberlin,however,wasrural,impoverished,andethnicallydiverse.In
bothPasadenaandOberlin,Iworkedwithpublicschoolstudentsinanefforttoprovidecollege
accessopportunitiesliketheonesIhadhadatmyprivatehighschool.Thedisparitybetweenmy
educationalexperiencesandthoseoftheyoungpeopleIwasworkingwithmadeitchallenging
tonavigatemyprivilegedoutsiderstatusandearnthetrustofmymentees.Innegotiatingthe
spacebetweenthesetwoc ommunities,Iworkedtodevelopskillsinactivelisteningandself
reflection.
Aftercollege,IspentayearabroadteachingEnglishinaruralpartofColombiawhereI
wasanexternaloutsidertotheutmostdegree.Iconstantlyreevaluatedhowtobestnegotiate
myprivilegedstatusineducatingyoungpeoplewhocamefromadrasticallydifferent
socioeconomic,racial,andgeographicalcommunitythanmyown.Isoughttoaddressthisissue
byworkingtounderstandmystudentspersonalandcommunalhistoriesandinvitingstudentsto
designthecoursecurriculumaroundwhatissuesinterestedthem.Asanoutsider,Icraftedmy
teachingstyletofocusonfosteringcriticalthinkinganddiscussionamongstmystudents,while
confiningmyroletooneoffacilitation.
Myexperiencesinlearningandteachinghavebeenlargelyshapedwithintheinbetween
spaceoftwoverydifferentcommunities,despitetheirsharingofp hysicalspace.IknowIwill
continuetofacethechallengesofthisdualityasateacherinLosAngelesspublicschools.Asa
socialjusticeeducatorandalsoapersonofprivilege,Ineedtoengageinconstantandcritical
selfreflectionaboutmyparticipationinthecommunitiesandschoolswhereIwork.Iamstill
figuringouthowtobeanactiveandproductiveparticipantinthecommunity,whilealso
recognizingtheinherentlimitationsonmyabilitytoidentifywithandunderstandthestrugglesof
communitymembers.

KarlaCastillo
IamaMexicanAmerican,ablebodied,straight,middleclass,bilingual,Catholicfemale.
Thesecomponentsofmyidentitywerenotofmuchimportancetomycommunitygrowingup
becauseIwasthenorm.Inschool,myidentitywasneveratopicofdiscussionbecauseitwas
assumedthatIwasaMexicanAmerican,ablebodied,straight,middleclass,bilingual,Catholic
femaleandbecauseIactuallywasallofthosethingsIdidnothavetocorrectanyoneorassert
myidentitywithinthosebroadelementsofmyidentity.However,Ididhavetheopportunityto
discussthemorespecificportionsofidentitylikewhereexactlyinMexicowasIfromorwhat
churchIwenttoonSundays.WhileIwasinschool,Iwasbasicallyinabubble.Asaresult,Idid
notthinkaboutmypositionwithinmycommunitywhileIwasreceivinganeducation.Therewas
oneinstancethatIdidhavetheopportunitytotalkaboutmyidentityandthatofmypeers.Itwas
duringalessonabouttheMexicanRevolutioninmysophomoreworldhistoryclass.Wehada
dialogueaboutwhattypeofimpacttherevolutionhadonourlives,ifany.Theabsenceof
conversationsaboutidentitythroughoutmyK12careermadeitdifficultformetoparticipatein
thesetypesofconversationswhenIbeganmyundergraduatecareer.
AttendingUCIrvinewasanamazingexperiencebecauseIwasfinallyoutofmybubble.
Iwassurroundedbyamultitudeofraces,ethnicities,languages,ideas,religions,andallofthe
above.Ilived,worked,andstudiedwithpeoplefromallwalksoflife.Ihadthechancetotake

courseswhereconversationsaboutsocialjusticecametolife.Atfirst,ittookabigtollonme.I
hadadifficulttimeadjustingandtryingtofigurewhoIwaswithinthislargepopulationof
students,whichwasgoingtobemycommunityforthenext34years.AsIwastakingclasseson
topicslikegenderandpower,multiculturaleducation,LatinosinU .S.Politics,andpolitical
behaviorIlearnedmoremyidentityandmypositioninsociety.IwillneverforgetthemomentI
feltlikeIdidnotbelonginIrvine.Iwalkedintoabeautysupplystorethatwasnexttoa
MercedesBenzdealerandaStarbucks(Iwasplanningonbuyingacoffee,notaBenzbythe
way)andIwaswearingjeans,ahoodie,anddirtytennisshoes.Iplannedtobuynailpolishand
wasbrowsingaround.ImovedfromonesectiontotheotherandInoticedthatthesalesattendant
wasextremelyawareofmypresenceandnotinagoodway.IfeltveryuncomfortableandasI
turnedaroundtoleave,Is awthesalesladycountedeachnailpolishineachsectionthatIwas
shoppingat.Andinthatm omentIbegantoquestionwhereIstandinsociety.WhenIwasin
highschoolinmysmalltownintheSanGabrielValley,Iconsideredmyselftobeaninsider.
DuringmytimeatUCI,Idefinitelyfeltlikeanoutsider.
Takingallmyexperiencesintoconsideration,Ifeelasthoughitisabsolutelyimperative
thatstudentshavetheopportunitytoreflectontopicssuchasidentityandsocialjustice.Asa
teacher,Icansharetheseexperiencesandsharemydefinitionsofidentityandbecomeaguide
forselfreflectionformys tudents.Myideaofidentitymaybedifferentfromthatofmystudents
orthecommunityaroundmeandbecauseofmyexperiencesIfeelthatIambetterpreparedto
nurturethosedifferences.IhavefeltlikeaninsiderandhavefeltlikeanoutsiderandIwouldbe
eagerrelaythesefeelingsandwhatIwentthroughtomystudents.

TuanHophan
Asapersonofcolorwithadifferentcultureandlanguage,Ihavedefinitelyfeltsomeof
theinequitiesanddisparitiesinoureducationalsystemgrowingup.Comingfromafamilywith
nocollegeexperienceandalowsocioeconomicbackgroundaswell,Iknowwhatitisliketo
strugglewithadversityontheacademiclevel.However,withthehelpofsomesocialjusticehigh
schoolteachersalongtheroad,Iwasinspiredtoeventuallypursueeducationasacareerpathin
ordertocomebacktomycommunityonedayandhelpthecauseforsocialjustice.My
experiencesgrowinguphaveinfluencedmetoactivelyparticipatemoreinmycommunityby
volunteeringtotutorandmentoryoungstudentsfromdisadvantagedschoolsandneighborhoods.
Assomeonewhob elongstotheoppositeoftheculturallymainstreamcorpsof
prospectiveteachersenteringtheprofession,Ifeelmybackgroundprovidesmewithmore
commongroundandmoreofaninsiderstatus(atcertainlevels)totheethnically,culturally,
andsociallydiversestudentbodythatrequiresocialjusticeeducators.Thebenefitsofbeingan
insiderallowmetocreatedeeperconnectionstothestudentsandr aisemorecriticaldiscussions
totrulyunderstandthem.However,thereremaindifferencesthatformsriftsbetweenusand
createanoutsiderstatusformeaswell.BeinganAsianAmericanwhoimmigratedtotheUnited
Statesatayoungageprovidesmewiththeopportunitytogaindifferentperspectivesfrom
students.AlsocomingfromastrictlyreligiousCatholicfamily,Iwasabletoturntothesupport
networkIhadatmychurchinmyupbringing.Conversely,someo fthesechildrendonthavethat
kindofnetworktosupportthem.
Takentogether,bothofthesestatusesoffertheopportunitytogainnewinsightsand
perspectivesintothelivesofstudents,aswellasbeabletorelatetosomeofthedifficultiesthey
face.IwouldconsidermyselfanindigenousoutsiderbecausealthoughIhaveahighlevelof

assimilationintotheoutsidercommunity(academicassimilationbybeinginaMastersprogram
ataprestigiousuniversity),Iremainconnectedtomyunderservedcommunityintermsof
educationallevel.Inaddition,gainingthislevelofeducationhascreatedapowerdynamic
betweenmycommunityandmeinwhichmoreofthepoweristiltedonmyend.

GroupReflectionandPositionality
AsallofusareoutsidersintheArlingtonHeightscommunity,wedidnotknowwhereto
startwhenwefirstbeganexploringthearea.Onourcommunityd ay,wewalkedaroundthe
blocksnearesttheschool,struckbytheethnicdiversityoflocalbusinesses,religiouscentersand
shops.However,ittookusafewdaystoreallylocatecommunityspacesandassets.We
unexpectedlydiscoveredtheBluElefantCafe,aneclecticspacefilledwithart,games,and
memorabiliathathostsweeklymusicandcomedynights.Acknowledgingourpositionas
communityoutsiders,weweredeliberateinreturningtothecafethroughoutthelastfewweeks
inane fforttoestablishap resenceaspeoplecommittedtolearningaboutandparticipatinginthe
space.Eventually,webegananumberofconversationswiththeowner,InriAguilar,whohas
becomeourprimarysourceofinformationabouttheArlingtonHeightsareashistory,culture,
andcommunityassets.ThroughInri,wehavebeenabletocreateanetworkofindividualsand
communityspacesthatwewouldprobablyneverhavebeenabletodiscoverindependently.
Theapproachwehavetakenthusfarinourprojectlargelystemsfromourshared
experiencesofschoolandcommunity.Ourindividualreflectionsdemonstratehowwehaveall
somehowoccupiedaspacebetweentwodifferentcommunities,navigatingthedualityof
insider/outsiderstatusthroughrevelationsaboutourown,personalidentities.Ourquiet,yet
determinedapproachtoincorporatingourselvesintotheArlingtonHeightscommunityillustrates
ouraccumulatedselfawareness.Movingforward,wewanttocontinuetorecognizeandrespect
inherentdifferencesbetweenourselvesandcommunitymembers,whilealsoacknowledgingand
celebratingcommonalities.Werealizethatourintegrationintothecommunitywillbeaslow
andquietprocess,aswemustfirstpracticelistening,dedication,andselfreflection,beforewe
canofferourownthoughtsonwhatthecommunitymightneedorwantfromus.

OverviewofCommunity

Forthepurposesofthisproject,wehavecometodefinethetermcommunityasa
collectionofdiversepeoplewhowork,live,andshareanintersectionofspace.Basedonour
internetsearchofthelocalcommunity,themediahasfocusedprimarilyonreportsofviolence
andcrimeinthearea.Recentmediareportsemphasizeshootingsa ndgangrelatedcrimedueto
thehistoryofgangsintheareanear2ndAve,despitethefactthatrecentdatashowshigherrates
ofpropertycrimethanviolentcrime.Theareaisalsoahubofvariousethniccenters.Somethat
wehavenoticedthusfarinclude:TheEthiopianChristianFellowshipChurch,Hungarian
CulturalCenter,Koreanbusinesses,St.PaulsCatholicChurchandaonehundredyearold
PolishChurch.Itisalsothehometolotsofdifferentethnicrestaurants,includingaGreek
bakery,Jamaicaneateries,carcinerasoaxaquenas,andaGuatemalancevicheria.Arlington
Heightsisadenselypopulatedcommunitythatissituatedinthemiddlebetweendistinctareas
suchasKoreatown,MidCityLosAngeles,HarvardHeights,andJeffersonPark.Intermsof
demographicbreakdown,thevastmajorityofthepopulationareconsideredLatinohowever,
thereareconsiderableamountofBlacksandAsiansthatexceednationalaveragesforthecounty.

Themedianincomeoftheareaisconsideredlowbybothcityandcountrystandards,
demonstratingitsworkingclassnature.Charterandparochialschoolsoutnumberpublicschools
intheArlingtonHeightsarea.
OurinitialobjectivewastofocusonhealthissueswithinthecommunityofArlington
Heightshoweveroncewebegantotalkwithcommunitymembersourfocuschangedcompletely.
OurwalkingtourturnedintomoreofaverbaltourofthelargerWestAdamsneighborhood
whichencompassesArlingtonHeights,AngelusVista,HarvardHeights,amongothers.Our
verbaltourguideistheowneroftheBluElefantCafonWashingtonBlvdandHarvardBlvd,
InriAlvarado.Shetrulymadeusfeelwelcomeandlikeapartofthecommunityfromthevery
beginning.TheBluElefantCafisaspacethathostsweeklycommunityeventslikeOpenMic
nightonMonday'sandComedynightonThursday'sinadditiontomakingdeliciousfoodand
drinks.WithInrisguidanceourgrouplearnedabouttherichhistoryandsortofhiddenart
networksthatexistwithinWestAdams.Thisissomethingthatweneverwouldhaveknown
aboutifitwerenotforInrishelp.WelearnedaboutplacesliketheLabyrinthPeaceGarden,the
24THStreetTheatre,theUndergroundArtMuseum,andtheRayCharlesLibraryandMuseum.
WehadtheopportunitytovisittheUndergroundArtMuseumwhichisanonprofitartgallery
thatisdedicatedtomakingmuseumqualityartaccessibletotheWestAdamscommunity.These
arejustafewofthelocationsthatwehavevisitedorhopetovisitaswecontinueourinquiryon
thecommunityinWestAdams.

CommunityAssets:
BluElefantCafehostsweeklycomedyandmusicnight
TheUndergroundMuseumcollectionofworksbyBlackAmericanartists
WashingtonIrvingBranchLibrarylocalpubliclibrary
St.ElmosVillageBlackartistscollectivegalleryspace/communitycenter
PeaceAwarenessLabyrinthandGardenscommunitymeditation/artspace
24thStreetTheaterofferstwentyfourcentshowstocommunitymember

Peopletoconversewith:
LauraBustamante(CommunityOutreach,24thstreettheater):
DanielSosa(livem usicnightdirector,BluElefantCafe)
InriAguilar(owner,BluElefantCafe)
CaitlynQuinn(Childrenslibrarian,WashingtonIrvingLibrary)
JustenBeans(CommunityOutreachAdvisorattheUndergroundMuseum)
MemberfromSt.ElmosVillage
Familiesandparentsofourstudents
BeyondtheBellstaff(PioPicoscurrentafterschoolprogram)

Imagesfromourcommunityexploration:

DavidHammons,IntheHood(1993),TheUndergroundMuseum

ThePurpleGardenatTheUndergroundMuseum

OneoftwobathroomsattheUndergroundMuseum

SignontheoutsideofTheUndergroundMuseum

CondimentstationattheBluElefantCafe

Musicnight(everyMonday)attheBluElefantCafe

MuraloftheVirginMaryonthedoorofBotanicaSanSimononPicoAve

RainbowPlazasignonthecornerofWesternAveandPicoAve

EthnographicConversations

Students
Mostofourconversationswithstudentshavetakenplaceoutsidetheclassroom,asallof
ushavemadeanefforttohangoutwithstudentsduringrecess.Inadditiontohowoldareyou,
studentsconsistentlyasku swhereareyoufrom?Thisquestiondemonstratestheirinterestin
ourfamilybackgroundandawarenessofethnicdifference.Perhapsstudentscuriosityabout
otherculturesstemsfromthediversenatureoftheircommunity.Studentsareeagertolearnifwe
shareasimilarimmigrantexperienceorknowledgeofasecondlanguage.Inturn,studentsare
alsoenthusiasticaboutsharingtheirownheritageandethnicitywithus.InMr.Breuersclass,
manyofthestudentshavetakentheinitiativetoshowustheirfamilytreeposters,talking
extensivelyabouteachpersonintheirhomeandwhattheircountryoforiginislike.Foodhas
alsobeenavehiclethroughwhichwehavesharedculturalexperienceswithstudents.Eating
snackswiththekidsinspiresconversationaboutwhatweliketoeatandcook.Studentstake
prideintheirrespectiveethnicfoodsandareincrediblygenerous,alwaysaskingifwewanttotry
whatevertheyareeating.
Anotherwaywehavedevelopedrelationshipswithstudentsisthroughanothercultural
element,language.AnotherquestionweareaskedalotisDoyouspeakspanish?Whenwe
tellthekidswedoinfactspeakSpanish,theyaskagainy ous peakSpanish?Theirsurprise
highlightstheirconfusionabouthowourlighterskincolordoesnotseemtomatchupwith
peoplewhospeakSpanishintheircommunities.ForthoseofuswhodospeakSpanish,thishas
seemedtobeanimportantgatewaytobuildingrelationshipswithstudents.Forexample,students
oftencallouttousinSpanishduringclass,usuallytoinitiateasideconversationthatisofftopic.
Itseemsliketheyaretryingtoengageusinsomesortofsecretconversation.Theseside
conversationsarecasualandperhapsgivethestudentsasenseofc omfort,liketheyareathome.
StudentsseemtobemoretrustingofusoncetheyknowwespeakSpanish.Overall,beingable
tocommunicatewiththemajorityofourstudentsinthelanguageoftheirhomeandfamilylife
hasdefinitelyspeduptheprocessofcreatingcomfortableandtrustingrelationships.
Itisinterestinghowallofourconversationswithstudentshaveusuallystartedwiththem
askingusaquestionaboutourselves.However,theyreallybecomeanimatedoncewestart
askingthemquestions.itsalmostliketheywereintentionallystartingaconversationinorderto
sharewithuspiecesoftheirownstoriesandidentities.Whenwetellthemthingsabout
ourselves,studentsreciprocatewiththeirownstories.
Withintheclassroomdynamic,Someofushavealsotakenthelibertytohave
oneononeconversationswithstudentswhomMr.Breuerhasrepeatedlysentoutsidedueto
behavioralproblems.Thiscontexthasallowedsomeparticularlymeaningfulconnections.In
inquiringaboutstudentidentities,family,histories,andaspirations,wehavelearnedaboutsome
ofthestrugglesandtraumasthesestudentshaveendured.Theseconversationstakeongreater
significanceastheyoccurinthemomentswhenstudentsfeelmostisolated(i.e.,whentheyhave
beens entoutsidetheclassroom).Thesedifficultexperienceshaveshapedtheirbehavior,
motives,andperspectivesontheworld.Somestudentshavewitnessedgangrelatedviolenceata
veryyoungage,sosomeoftheirbehaviorreflectsaneedtodefendthemselves,eveninthe
seeminglynonthreateningenvironmentoftheclassroom.Throughtheseconversations,acertain
amountofrespectandtrusthasbeenearnedorestablishedbetweenbothparties.Thistrustand
respecthasmanifestedintoapositivechangeintheirbehaviorandeffortintheclassroom

10


Throughoverheadandindirectconversations,wehavealsolearnedalotaboutour
studentsrelationshipswitheachother.Intheclassroom,studentsaresupportiveofoneanother,
particularlybytranslatingandassistingtheirpeerswhoareEnglishlanguagelearners.Students
alsocarryasenseofcooperationandcollaborationoutsideofthec lassroom.Manyofouryoung
peoplearerelatedtoeachotherandallofthemseemtoliveintheneighborhood.Atthesame
time,however,studentsvaryingEnglishlanguagelevelsappeartodividethemsomewhat
outsideoftheclassroom.AteacherandformerstudentexplainedtousthatLTELLsinteractin
SpanishprimarilywithfellowLTELLsduringlunchandrecess.Wehavealsoheardstudentsuse
thephraseSpanishkidstonegativelydescribeCentralAmericanstudents(versusMexican
students)whohaverecentlyimmigratedtotheUnitedStatesandhavenotyetacquiredfluencyin
English.Thus,wehaveexperiencedlanguageasbothaunitinganddividingforceamongstour
students.PerhapsifSpanishwasgivengreatervalueintheclassroom,studentswouldbemore
willingtocelebratethebilingualismofthemselvesandtheirpeers.

ElectedOfficial
WemetBeckyLee,afielddeputyofCongressmanXavierBecerra,duringaparent
meetingaboutTitleIatPioPico.BeckyhadcometothemeetingtotalkaboutaMedicare
workshopherofficeoffered.TheworkshopwasintendedtoexplainhowtoaccessMedicareto
communitymembers.WeorganizedaprivatemeetingwithLeeandhercolleagueafterreaching
outviaemail.Shewasveryexcitedtospeakwithusandrespondedpromptlytoourrequestto
meetwithher.Beckywasparticularlyinterestedinwhatexactlyweweredoingatthemiddle
schoolandhowwethoughtourpresencewashavingapositiveimpactintheclassroom.
Becky,andhercoworkerIrvin,metusatourlocalhangout,BluElefantCafe,afew
blocksfromthemiddleschool.BothBeckyandIrvinarefielddeputiesBeckyworksprimarily
withtheArlingtonHeights,HarvardHeightsandWestAdamscommunity,whileIrvinis
stationedinBoyleHeightsandeastL.A.BeckyandIrvingaveuslotsofideasabouthowwe
couldaccessvoicesofcommunitymembersandwhatissuespeopleintheareaarefocusingon.
BeckyinformedusoftheUnitedNeighborsNeighborhoodCouncilandtheirfrequentmeetings
todiscusscommunityissues.Beckyexplainedthattheseresidentsfocusmainlyonthehistoric
natureoftheareaandresidentsinterestinpreservinghistorichomesandneighborhoods.Yet,
giventhehighcostofhistorichomesintheneighborhood,wedoubtthatthisisaconcernof
parentsatourschoolgiventhefactthat86%ofstudentsqualifyforfreeorreducedlunch.
Beckyalsodiscussedhowresidentswereconcernedwithillegaldumpingandtheopeningof
newbusinesses,neitherofwhichwesawasaconcernofourstudentsparents/community.As
Beckyclarified,themeetingsinwhichsheheardtheseconcernswereentirelyattendedby
homeowners,ratherthanrenters.Fromthisconversation,wethereforegatheredthatthereisa
socioeconomicandracialdivideinthearea.Wewereleftwonderinghowwecouldbetteraccess
thelessaffluentvoicesofourschoolcommunity(separentssection).
Inadditiontoaskingabouttheirknowledgeofthecommunity,wealsoinvitedBeckyand
IrvintosharetheirpersonalexperiencesofschoolingandgrowingupinLosAngeles.Bothof
themseemedalittlehesitanttoanswerourquestionsabouttheirtimeinschoolandtheir
relationshipswithteachers.BeckyandIrvingrewupinLAUSDs choolsanddidnothavealot
ofpositivecommentsabouttheirexperience,particularlyinmiddleschool.Inopeningherstory,
BeckystatedIsurvivedLAUSD,implyingthatshedidnotenjoyattendingthedistricts
schools.BothBeckyandIrvinfocusedonuniversityprofessorswhenweaskedthemabouta

11


memorableteacher.Beckyalsocommented,andIrvinagreed,thathertimeinhighschooldid
notprepareherforcollege,andinparticular,forsocraticseminars/discussions.Beckythen
referencedaquotationstatinghighschoolpreparesyoutobeagoodcitizen,andcollege
preparesyoutobeagoodthinker.Attheendoftheconversation,bothofthemstatedhowthey
wantedtogivebacktothecommunities[they]grewupin,creditingthissenseofcivic
responsibilitytotheirtimeinhighereducation.BeckyandIrvinscommentsabouttheir
experienceinschooldidnotreflectourowngoalsandvisionsasLAUSDmiddleandhigh
schoolteachers.Tothem,middleandhighschoolseemedtobenothingmorethanamere
steppingstonetogettothenextlevelintheireducationandcareers.Theirinterestingiving
backc amefromadesiretofixwhathadbeenwrongintheirownexperiencesofschoolsandLos
Angeles.

Administration
PrincipalRaoofisaconstantpresenceoncampus.Unfortunately,PioPicoMiddle
Schoolhasexperiencedmajorbudgetcuts,whichhasledtoareducedstaff.PrincipalRaoof,
alongwiththeremainingadministrativestaff,hasbeenforcedtotakeonnumerous
responsibilitiesthatwouldtraditionallybedonebyotherstaff.Wewouldnormallyhaveto
scheduleanappointmentwithherinordertotalk.However,KarlaandVinhranintoDr.Raoof
astheywereleavingtheschool.SheseemedoverwhelmedasshehadtodealwithanELD
trainingsessionthatwouldtakethewholeday,aninspectionfromWilliamsGroupoftheLA
BoardofEducation,anda nimperativeIEPmeetingforastudentwhohadbeenmisdiagnosedfor
thepasteightyears.Sheemphasizedthatherbiggestprioritywasthestudent.Shethenspentthe
nexthalfhourtalkingtoKarlaandVinh,discussinghowthisstudenthadfallenthroughthe
cracksbecausehisteacherslargelyignoredthesocialandemotionalaspectofteaching,they
weretooconcernedwiththeacademicmaterialanddidnotdoenoughtoviewthisstudentasa
humanbeing.Fromthisconversation,itisencouragingtohearthatourPrincipalisconcernedfor
thewellbeingofallofherstudentsatPioPico.However,thisconversationalsobringsupa
numberofquestions.Forexample,ifshewassobusy,whydidshetakethirtyminutesoutofher
daytosimplytalkaboutthisstudent,especiallywhenwehadnotscheduledameetingwithher?
Webelievethatourpositionalityasstudentteachersalsoaffectedthisexchange.Itseemedthat
shewantedtoemphasizeallthethingsshehadtodealwithaswearenewcomerswhohavenot
becometotallyacclimatedtothisschool.Furthermore,shementionedhowtheschoolissmall
(studentpop.isunder500),soeveryoneknowseveryone.Yet,sheremovedherselfwhen
explainingwhythisstudentwasabletogounnoticedforsolong.Instead,sheblamedhis
teachers.Thisstudentwasconstantlyintheofficeforbehavioralissues,soDr.Raoofhadseen
thisstudentmultipletimesbeforeforthepast3yearsanddidnotdoanything.Consequently,this
reflectsadisconnectbetweentheadministrationandteachersasbothsidesarenoteffectively
communicatingwitheachother.Unfortunately,studentsandparentsarecaughtinthemiddleof
thischasm.Fortunately,thereisanewParentOutreachadministratorwhoisseekingtoclosethis
gap.
WefirstmetMr.Cruz,afirstyearTargetedStudentPopulationAdvisoratPioPico,
throughourguidingteacher,MiguelUroza.EventhoughKarlaandVinhhadjustmethim,he
wasalreadywillingtoexchangenumbersandinvitethemtofuturemeetings.So,Mr.Cruzis
doinghisbesttodooutreachandconnectparentswithteachersandadministration.Karlaand
VinhwereabletoattendhismeetingonTitleIFunding.TwelveparentsattendedandMr.Cruz

12


mentionedthatthiswasmorethanheexpected.So,unfortunately,itseemsthatparent
involvementisnotavisiblepresenceatPioPico.However,thisisnotbecausetheparentsdonot
careabouttheschool.Themeetingwasheldat8:45am,whichisthesametimeasalltheother
parentmeetings.Sincethesurroundingcommunityislargelyworkingclass,parentssimplyare
notabletomakethesemeetings.Fortunately,Mr.Cruzisworkingtogetmoreparentsinvolved
bytryingtoholdmeetingsatlatertimes.Hisgoalforthisyearistohaveatleastthirtyparentsat
theirmeetings.

Teachers
Mr.Breuersknowledgeofstudentbackgroundappearstobequiteextensivebasedon
ourprivateconversationswithhim,aswellashisabilitytoaccessstudentsprior/homebased
knowledgeinclass.InourmeetingswithMr.Breuer,heoftenemphasizesthecommunityshigh
povertyrateandviolenthistory.Thesetwocharacterizationsseemtodrivemanyoftheschools
largerpractices,particularlyitsstrictzerotolerancepolicyforviolenceandgangrelated
activity.Forexample,Mr.Breuerdiscussedhowstudentscouldbeexpelledorsuspendedifan
administratoro rpoliceofficerweretofindasharpieintheirbackpackduringarandomsearch,
becauseofthepensallegedconnectiontograffitiandgangs.Fromourperspective,theserules
seemoverthetop.Yet,theadultsintheschoolseemtothinktheseareimportantsafety
measuresgiventheproblemofgangsandviolenceinthecommunityatlarge.Another
problemteachershavepointedouttoushasbeenthelimitedEnglishlanguageskillsofthe
students.Mr.Breuerhasemphasizedthelowtestscoresofstudentsinreadingandwriting,often
statingthatcertainstudentsarecompletelyilliterate.Thesenegativeviewsofstudentscontrastan
assetmentalitythatwouldemphasizehowtheselinguisticandculturalexperiences/knowledge
mightcontributetotheclassroom.
Ithasbeenparticularlyinterestingtohearthesedeficitcommentsaboutthecommunity
fromteacherslikeMr.Breuerinthecontextoftheirteachingpractices.Duringclass,Mr.Breuer
reliesonandrespectsstudentinput.Forexampleheoftenallowsdiscussiontotransitioninto
conversationsaboutmoderndaysocialjusticeissuesstudentsfaceintheirowncommunities,
suchaspolicebrutality,racialprofiling,andimmigrationreform.Heutilizesstudentsprior
knowledgetocovermaterial,likewhatgeographicalfeaturesMosesorAbrahampassedthrough
inAncientEgypt.Healsorepeatedlyemphasizeshighexpectationsofstudents,particularlyin
referencetocriticalthinkingskills.Thus,wehavenoticedsomewhatofacontradictioninwhat
Mr.Breuersaysaboutstudents,andhowheinteractswiththem.I nresponsetothisdiscrepancy,
wevebeenthinkingabouthowourpositionalityasstudentteachersmightbeaffectingwhatMr.
Breuerchoosestoemphasizetousaboutthestudents.Furthermore,thenegativecomments
couldalsobearesultofschoolpoliticsatPioPico.Mr.Breuerhasalsoexplainedhowbudget
cutsattheschoolhavereducedthenumberofteachersandadministrativestaff.Forexample,
thereisonlyoneELDteacherandtheschoolhaslittletonoelectivecourses.Additionally,
teachersareo verwhelmedbythelargeclasssizeandextremevariationofEnglishability
amongststudentsinasingleperiod.Theneedforsupportstaffandstrongercommunication
amongstschoolfacultyseemsquiteevident,butagenerallackofresourceshasmadethis
difficulttoachieve.

Elisabeth

13


Asacommunitymemberwhoisaformerstudentattheschoolandiscurrentlyworking
asanadministrativepersonneltoeventuallybecomeateacher,Elizabethwasonepersonwhowe
feltbroughtaveryimportantperspectiveintothethecommunity.Beingthereforasignificant
amountoftime,Lizgaveussomehistoricalinsightsintothesimilaritiesanddifferencesofthe
schoolthenandnow.
ShesaidtheareathenwaspredominantlyAfricanAmericanbutnowhasshiftedtoa
mainlyLatinodemographic.Alongthoselines,thereismuchmoreculturaldiversityinthe
neighborhoodthaneightyearsago.OnethingthatLizmentionedinourethnographic
conversationisthattherearemanystudentsintheschoolwhoexperiencecontinuallanguage
shifts(EnglishtoSpanish,andbacktoEnglish)becausetheirfamilieshavetorelocatedbackand
forthfromMexicototheU.S.(justlikeLizexperiencedherself).
Intermsofcommunitysafetyandviolence,Liznotedthatthecommunityitselfisnotas
dangerousasitusedtobewiththegangpresence(2ndAveGangsters),andthatthestudents
arentasinvolvedingangrelatedactivityasbefore.Withintheschoolitself,Lizmentionedthat
thereusedtobefightsalmosteveryotherdaywhenshewasstudenthereeightyearsago.
Asteacherscomingfromdifferentbackgrounds,thestudentshavetakenparticular
interestinallofuscomingtotheschool.Lastly,Lizhasnoticedthatamongthestudents
population,thereisasenseofunitybecauseofthediversityinstudents,teachers,andstaff,
whichLizbelievesfostersaculturallyinquisitivementalityforstudents.Additionally,mostof
theteachersattheschoolhavebeenhereforasubstantialamountoftimeandcreateda
reputationforthemselves.Thishadledtoparentsbecomingawareofwhatkindofteacherstheir
childrenarelearningfromandhasaddedtothesenseofcommunityaswell.

Parents
Asstudentteachersitcanbedifficulttomeetwithparents.Thisisespeciallytrueif
eventslikeBacktoSchoolNighthavecomeandgonebeforewearriveatourschoolplacements.
Evenourguidingteachersdescribedhowtoughitcanbetotalktoparents.Parentteacher
conferencesarebrief,sometimeslessthanfiveminutes,andmanytimestheparentswhom
teachershavereachedoutto,donotarrive.Luckily,ourgrouphashadthechancetomeetsome
PioPicoMiddleSchoolparentsattwodifferentmeetingsthatwereorganizedbyMr.Cruz,the
TargetedStudentPopulationAdvisoratPioPico.Inthesemeetings,wehavehadthechanceto
talktoparentsaboutsomeoftheimportantissuesfacingtheschool.Afewweeksago,twelve
parentsattendedtheAnnualTitleIOverviewmeetingthatwasheldattheschoolsparentcenter.
ThemeetingbeganwithsomelightrefreshmentsandrecitingoftheflagsaluteinEnglishandin
Spanish.AfterapresentationbyMr.CruzonthepurposeofTitleI,webegantodiscussparent
involvementpolicies.Soonthisformalmeetingturnedintoadiscussionoftheconcernsofthe
presentparents.Withinthisconversation,wehadtheopportunitytointroduceourselvesand
sharesomeofourgoalsfortheschoolyearwithparents.Theywereveryexcitedtomeet
teachersintrainingandinterestedinourwork.Theyseemedappreciativeofthefactthatweare
investedinthewellbeingoftheirchildren.LaterweweretoldbyMr.Cruzthattheparents
presentatthemeetingwantedustoknowthattheythoughtweweregoingtomakegreat
educatorsoneday.Maybetheysawourattendanceatthemeetingasanindicatorofour
investment.Throughouttherestofthemeeting,manyparentsemphasizedtheideathatteachers
cantdoitallastheydescribedtheimportanceofpartnershipsbetweenteachersandparents,
andteachersandadministrators.However,parentsassertedthatbeforeanythingcouldhappen,

14


theyneededsomeoneorseveralpeoplethatcouldtranslateforthem,especiallyduringparent
teacherconferences.Language,therefore,wasidentifiedbyparentsasacriticalimpedimentto
theirinvolvementintheirchildrenseducationandschoolcommunity.
ThesecondmeetingweattendedwasheldbytheEnglishLearnerAdvisoryCommittee
(ELAC),whosetenmemberboardismadeupentirelyofparents.Sixteenparentsparticipatedin
thismeeting,thesecondELACmeetingoftheschoolyear.PrincipalRaOofwelcomedparents
andintroducedPioPicosnewcommunityrepresentative,Jessica,whowouldbehelpingoutat
themainofficefromhereonout.Dr.RaOofwantedtomakeitclearthatallparentsknewthey
nowhadtwostaffresources,JessicaandMr.Cruz,attheirdisposalforwhatevertheyneeded.
ThemeetingcontinuedasMr.CruzintroducedtheELACofficersforthe20162017schoolyear,
PresidentRoseLoera,VicePresidentMariaElenaMartinez,andSecretaryNormaAlderete.Mr.
CruzthengaveapresentationonthefunctionofELAC.Karlanoticedaquotationonthebottom
ofeachslideinhispresentationthatreadUnirnoseselprincipio,mantenemosunidoses
progreso,ytrabajarunidoseselxitowhichtranslatestoComingtogetherisabeginning,
keepingtogetherisprogress,andworkingtogetherissuccess.Thisquotereflectsthe
importanceofcreatingandmaintainingapartnershipamongparentsandtheschool.Towardsthe
endofthemeeting,parentsagaindiscussedpossiblewaystogetmoreinvolved.Theseincluded
workingtogetherwithteacherstoorganizeeventslikeholidayfestivalsorfieldtrips.Aparent
mentionedthattheseeventsusedtotakeplaceatPioPico,buttheyabruptlystopped.Thisincited
manyconversationsabouthowtheparentsthemselvesneedtobeinvolvedinorderforevents
liketheonessuggestedtocomealive.Inaddition,Mr.Cruzexpressedtheneedtoinvolveall
parentsnotjusttheoneswhowereeasytoreach.Mrs.Martinezrespondedbytellingeveryoneto
invitetheirfriendstothenextmeetingssothatwewouldfilltheroomup.Overall,wefeltthat
theparentswhoattendedthesemeetingswereeagertoparticipateandgetinvolvedintheschool,
butneededsupportfromteachers,administrators,andstaffinordertobesuccessful.

CommunityMember
FromthestartofthisprojecttheBluElefantCafhasbeenaplacewherewecometoeat,
talk,drinkandlaugh.WecameacrossthecafonWashingtonBlvdafteroneofourguiding
teachers,Mr.Uroza,recommendeditasacommunityspotthatmakesareallygoodcoffee.That
sameday,wewenttoBluElefantandmettheowner,InriAlvarado.Iheardyouwerelooking
forme,Inrisaidassheintroducedherself.Justmomentsbeforethis,Ipickedupherbusiness
cardfromthefrontcounterandaskedAddy(thebarista)ifInriwastherethatday.Immediately,
webegantalkingwithIdriaboutwherewewerecomingfrom,whattypeofworkwedidand
howweendedupinhershop.WementionedourCommunityInquiryProjectaswespoke,and
sheautomaticallystartedreferringustodifferentpeoplewhocouldhelpusout.Shegaveus
contactinformationforlibrarians,teachers,andcommunityorganizerstonameafew.Thiswas
onlyafteraboutfiveminutesofmeetingus.Shealsomadeitclearthatifwewantedtohosta
gathering,weweremorethanwelcometouseherspace.Inourmanyconversations,Inrihas
spokenabouttheimportanceoffamilyandcreatingaplacewherethecommunitycancome
togetherandfeelathome.FromInri,wehavealsolearnedalotaboutthecommunityofWest
Adams.Forexample,shementionedhowitisalmosthalfhomeownersandhalfrenters.These
wereissuesthatwerealsobroughtupbythefielddeputiesthatwespoketo.Shehasobserved
thisphenomenonfirsthandthroughherpositionasthecaf.Inridescribedthatpeoplewilllive
inthecommunityforacoupleofyearsandthenmoveout,butiftheyareeverintown,thecaf

15


isthefirstplacetheystopby.ThisisbecauseofthewelcomingenvironmentthatInriandher
employeeshavecreated.Throughthecaf,communitymembershavetheopportunityto
collaborate.Allcommunitymembersareinvitedtoparticipateonaweeklybasisattheopenmic
eventsthatareofferedhere.Recently,InrispoketousaboutaneweventcalledKidsTalkwhere
teensfromtheareacomeouttothecaftosharetheirstoriesofhardshipsuccesswiththeir
friends,familyandcommunity.Theflyerfortheeventreadsjoinusforaneveningof
celebration,prideandwonder.Overall,inourmanyconversationsInrihastalkedaboutthe
importanceofcontinuingtofosterthisspiritofc onvivencia,whichcomesfromtheSpanishword
convivirthattranslatesaslivingtogether.

Conclusions
Afterengagingintheseconversations,wehavecometorecognizehowmutualsupportis
acriticalaspectofcommunitybuilding.Allrepresentativesofthesediversegroupsindicated
sometypeofunderstandingthatinordertosucceedinservingandempoweringouryoung
people,wemustallworktogether.Unfortunately,thisunderstandinghasnotbeenachievedas
thereisacleardisconnectbetweenadministratorsandteachersatPioPicoMiddleSchool.This
divideseemsfurtherreflectedinthelargercommunitybetweenaffluentandworkingclass
residents.Thediversityofthesurroundingareaandneighborhoodsalsocreatesaninteresting
dynamicbetweenthestudents,teachers,andstaffthathasthepotentialtofosterasenseofunity
intheirdifferences.

DiggingDeeper

AtPioPicoMiddleSchool,budgetcutshaveseverelylimitedextracurricularanartistic
outletsforstudents.TheonlyartsclassleftstandingisRockandRollBand.Studentsinthis
electiverehearseandperformatlocalfestivalsthroughouttheyear.However,notallofPioPico
studentsareinterestedinmusic.Wehavemetanumberofstudentswholovedrawing,butdonot
havea noutletforit.Wehavealsoheardparentsvoicetheirconcernsaboutthelackof
extracurricularactivitiesavailabletothem.Ourresearchhasalsod emonstratedthatcommunity
membersfeelalackofunitywithintheArlingtonHeightsarea.Intheparentmeetingswehave
attended,familiesconsistentlyvoiceconcernsaboutthelackofopportunitiesforthemto
participateinschoolevents.Localcommunitypoliticsalsoseemstodemonstrateconcernsabout
transparencyandunityinthecontextofsuchasocioeconomicandethnicallydiverse
neighborhood.
Indevelopingourprojectfocus,wehavefoundalargebodyofscholarlyresearch
dedicatedtohowartsorientedspacesandprogramsareessentialcomponentsofcommunity
buildingandstrengthening.Wehavealsofoundsomecompellingworkonhowcommunity
unityisakeyfactorincommunityhealth.AHarvardprofessorofpublichealthcoinedtheterm
collectiveefficacytodescribethesinglemostimportantfeatureofthrivingcommunities.His
researchshowedthatwhatcreatedhealthycommunities,wasnotwealth,accesstohealthcare,
[or]crime,butratheram oreelusiveingredientthecapacityofpeopletoacttogetheron
mattersofcommoninterest.Fromthisperspective,ourcommunityinquiryprojectwillseekto
unitepreexisting,communitybasedorganizationswithouryoungpeople.
Whenwefirstbeganthecommunityinquiryproject,weimmediatelytooknoteofthe
areasmurals,manyofwhichportraytheareasvariousethnicidentities.ThemuralsonWestern
16


andAdamsaretitledTheNegroinCaliforniaHistoryExplorationandColonizationbyartist
CharlesAlstonandTheNegroinCaliforniaHistorySettlementandDevelopmentbyartistHale
Woodruff.ThesemuralstakentogetherareapanoramicdepictionofAfricanAmericanhistory
inCaliforniafrom1527through1949.Throughlocalnewssources,welearnedthatcommunity
residentsandartistsareworkingtocreateamoreinterestingcolorfulcommunity,through
muralsthatreplacegraffititagsandcrumblingbuildingfacades.Oneoftheartists,TerryGuy,
collaborateswithschoolstoteachstudentshowtoexpressthemselvesthroughthisartform.
Aswec ontinuedourresearchthroughoutthissemester,wehavetakennoteofthelarger
communitysplentifulartsfocusedspacesthataresimilarlywillingandeagertogetinvolved
withourstudents.Wehopeestablishstrongrelationshipswiththesepeopleandspaces
throughoutthisproject.St.ElmosVillageisahistoriccollectiveofBlackartiststhatnow
providesartworkshops,festivals,andenrichmentprogramsforcommunitymembers.The
villagebeganasagroupofdwellingsonSt.Elmosdrive.Inthemid1960s,theartistsRoderick
andRozzelSykesdecidedtopresenttheirworkintheirownenvironmentatSt.Elmo,rather
thaningalleriesandmuseumsthroughoutLosAngeles.Today,St.Elmospurposeistoprovide
aplaceforindividualstoexploreanddeveloptheircreativityandtoserveasanexampleof
whatcanbebecreatedwhenamultiethnicandmulticulturalpeoplecometogetherforthegood
ofall.St.Elmosemphasisonitsdeeprootedcommunityhistorydirectlychallengesthedeficit
framingoftheArlingtonHeightscommunitycommonlyutilizedbythemedia.
LikeSt.ElmoVillage,theUndergroundMuseumhasasimilarhistoryofprominent
artistsseekingtoestablishrootsintheirlocalcommunities.FoundedbytheartistNoahDavis,
thespaceseekstobringmuseumartwork,predominantlyofAfricanAmericanartists,tourban
communities.Whileitisprimarilyanartgallery,itwasalsoamuseumofBlackhistory,ahome
(Davishadactuallylivedinthespacewithhiswife),acommunitygarden,andanopenart
studioforanyoneinterestedincreatingsomething.Thearticledescribesthemuseumnotasa
galleryoramuseum,butas"aplacetocreatecracklingdialogues."BothSt.ElmoVillageand
theUndergroundMuseumarecriticalcommunityinstitutionsastheyseektoofferspacesfor
peopletoexperienceartasameansofcollaboration,expressionandconversation.
Asaresultofthesediscoveries,wehavecraftedourresearchquestiontobe,howcanart
andartspacebeasourceofunityinurbancommunities?Wefeelthatthisresearchquestion
willaddresstheconcernsofcommunitymembers,whilealsohighlightingpreexisting
communityassets.Aswecontinueourinvestigation,wewanttoexplorewhichcommunity
spacesourstudentsarepresentlyaccessing.OurstudentsarepredominantlyLatinoandmaynot
knowabouttheUndergroundMuseumorSt.Elmosgiventhattheseorganizationsareassociated
withAfricanAmericanhistoryandculture.Therefore,wewillneedtofurtherexplorehowthe
intersectionalityofourstudentsmightaffecthowtheyidentifyordonotidentifywiththese
preexistingartspaces.
Infurthercontemplatingourinquiryquestion,wecanturntoVygotskysSociocultural
Learningtheory,hooksLiberatoryFeminismtheory,LernersPositiveYouthDevelopment
theory,andYossosCommunityCulturalWealththeoryforsupport.Thesetheoriesprovidea
frameworkforustoinvestigatehowartandartspacescanbeusedtounifyurbancommunities.
Essentially,Vygotskystheoryisoneofpossibilitywherepeoplecanlearnwiththeassistanceof
others.Artspaceshavethepotentialtoprovidethecommunitywithsociallyrichenvironments
throughwhichtheycanexploredifferentknowledgedomains.bellhooksdescribesthe
possibilityofusingtheoryasaformoftransformativeliberationthatisaccessibletoallpeople.

17


Artcanbeusedtotransformandsharepain,happiness,anger,andresistanceamongst
communitymembers.Additionally,artcanbeusedtopromotepositiveyouthdevelopment
amongtheyoungpeopleinthecommunity.Theultimategoalisforstudentstothriveandsustain
successinLernersPYDtheory.Wehopetoexplorethewaysthatartcanhelptopromote
competence(socially,academically,cognitively,andvocationally),confidence,connection,
character,andcompassionamongyoungpeople.Lastly,wecanlooktoYossosconceptof
culturalwealthtoinvestigatethemanifestationsofthecommunitysnumerousstrengthsthrough
art.
Forourproject/actionplan,wewillbefocusingonusingalreadyexistingcommunity
assetstogivestudentsatPioPicoMiddleSchoolmoreopportunitiestoparticipatewithvisual
art.WehavealreadybeenincontactwithSt.ElmosVillage,alocalartspace,overapossible
collaborationwithPioPico.Evenbetter,theyarewillingtosetupaworkshop(freeofcharge)at
theschoolsothatitwillbeeasilyaccessibleforallstudents.Wehavealsobeenincontactwith
theUndergroundMuseum,anotherartspaceinArlingtonHeights.Theirmissionistoconnect
theartworldtoworkingclassneighborhoods,asthesespaceshavebeenspacesofexclusionfor
workingclasspeople.Theycanprovidefreetoursoftheiruniquespaceandexhibitionto
educatorsandtheirstudents.Justen,ourcontactattheUndergroundMuseum,hasstatedthatwe
canalsobringstudentstothespacesotheycancreateartthemselves.
Afterstudentshavecreatedtheirownart,wehopetobeabletodisplaytheirpiecesso
thatthelocalcommunitycanenjoythem.Wecouldtakeanumberofrouteshere.First,wecan
havea GalleryNightwhereparents,staff,andstudentscanswingbytoviewandappreciate
theirstudentsefforts.After,wecouldalsoaskourprincipalifitwouldbeokaytodisplaysome
artworkinthehallwaysoftheschool.Thiswouldallowforamorepermanentdisplayoftheir
workandhelppersonalizetheschool.TheBluElefantCafisalsoanotheroptionfordisplaying
studentart.ThisisalocalcafinArlingtonHeightsthatholdsweeklyopenmicnightsand
displaysworkfromlocala rtists.So,theymaybewillingtoputupsomeofourstudentswork.
Thisway,theirworkcanbeenjoyedbythoseinthecommunitynotaffiliatedwiththeschool.
Withinoursocialstudiesclassrooms,wehavenoticedhowmanyofourstudentsare
interestedinartisticexpression.Withmoreextracurricularopportunitiesinthearts,webelieve
thatouryoungpeoplecouldexpandtheircreativity,developartisticskills,andstrengthen
relationshipswitheachotherandthelargercommunity.Thisprojectwouldprovideanartistic
outletthatmanystudentsintheschoolneed,especiallysincebandistheonlyelectiveoption
theyhaveduetofundingissues.Thisobviouslydoesnotcatertootherartisticformsof
expression(andmultipleintelligences)forstudents.Throughouractionproject,wehopeto
connectstudentstopreexistingspacesthatoffertheseactivities,helpyoungpeoplefindsafe
healingspaces,strengthentheircriticalperspectivesonsocialissues,andestablishagreater
senseofunitywiththelargercommunity.Theintersectionalityofstudentssocioeconomicand
ethnicidentitiesisacommonthemeofourresearchsofar.Therefore,webelievethat
artsfocusedprogramsandspacescanbeaproductivewaytobringpeopletogether,whilestill
valuingindividualsdiverseidentities.Thisprojectwillhopefullycreatelonglastingconnections
betweenourstudentsandtheircommunityspacesthatcanbeselfsustaininglongafterweend
ourteachingplacements.

IndividualSelfReflections

18


LilyBryant
ExploringArlingtonHeightshasbeenareallyfascinatingprocess.Overall,Ihavebeen
particularlystruckbytheamountofethnicdiversityinthecommunity,aswellasthenumberof
historicallandmarkswehaveencounteredthroughoutthearea.Ihavespentsomeweekend
afternoonsjustdrivingaroundtheneighborhood,notinghowdrasticallythescenerychanges
blockbyblock.Itseemslikealmosteveryethnicgrouphasitsownhistoricalinstitutionlikethe
EthiopianChurch,theHungarianCulturalCenterorthelargeOaxaquenmarket,allofwhich
claimtobethefirstoftheirkind.WhileIknewabouttheareasdiversitythroughsomeonline
research,Ihavebeenreallysurprisedtoseehowallofthesegroupsengagewiththecommunity
throughaparticularoriginstoryorhistory.DespitegrowingupnearLosAngeles,Ihadnever
spentalotoftimeinthisneighborhood.However,sincebeginningtheprogram,Ihavebeen
eagerlysharingthecommunitywithfriends,especiallythosenewtothecity.Ivereallycometo
seetheareaasamicrocosmofLosAngelesanditshistory.
IfoundtheUndergroundMuseumthroughonlineresearchaboutthearea,primarily
throughtheLATimes.OurCIPgroupwasabletogetasubstantialtourofthespaceandits
pieces.Inviewingthemuseumsexhibit,NonFiction,Ibegantoseetheinstitutionasa
BlackhistorymuseumasmuchasaBlackartmuseum.Isawtheartasdirectlychallenging
dominanthistoricalnarrativesthatwhitewashedtheunderbellyofthepast.TheUnderground
Museumsexhibitgavevoicetoamoretruthfulanduncomfortableversionofthehistoryofrace
intheUnitedStates.Aftervisitingthemuseum,allofusbecameinterestedinhowartmight
helpourstudentstocelebratetheirheritageandrespondtosocialinjustice.Welaterheardabout
St.ElmosVillagethroughaconversationwithalibrarianatthelocallibrary.WhenIbegan
researchingmoreaboutSt.Elmos,Iwasstruckbyhowsimilaritshistorywastothatofthe
UndergroundMuseum.BothwerefoundedbyBlackartistswiththeintentionofreturningtheir
worktotheirowncommunitiesandpeople.Ithinkitwasatthispointthatourgroupdecidedwe
weredefinitelygoingtofocusourprojectontheartsandartspaces,specificallyonhowthese
elementsarevitaltoacommunityshealth,growth,andunity.
IhavefoundthemostdifficultpartoftheCIPsofartobeaccessingthevoicesof
studentsfamilies.Duetoourmorningplacementatthehighschool,TuanandIhavenotbeen
abletoattendtheparentmeetings.Ihavehadverylittleinteractionwithparentsandamthankful
thatVinhandKarlahavebeenabletospeakwithsomeofthem.However,Ithinkweallfeelthat
thereisalackoffamilialp resenceattheschool.VinhandKarlahaverelayedtoushowalotof
theparentswishthereweremorewaysforthemtogetinvolvedattheschool.Thisisakeyissue
thatourprojecthopestoaddress.Iwanttolearnmoreaboutthespacesinthecommunitythat
ourstudentsandtheirfamiliesactuallyuseandvalue.AsourstudentsaremostlyLatino,Im
wonderingiftheywillbeinterestedinestablishingrelationshipswithBlackhistoryorganizations
liketheUndergroundMuseumandSt.Elmos.Ithinkthisquestionspeakstoalargerthemein
thecommunityinthatwhiletheareaisethnicallydiverse,itdoesseemliketherearelittletono
spacesthataresharedcrossculturally.
Asofnow,ouractionplanhopestoconnectstudentstopreexistingspaces,likethe
UndergroundMuseumandSt.Elmos,sotheycanaccessartasameansofselfdiscovery,
communitybuildingande mpowerment.However,thechallengesofouractionplanwillbein
howtoallowforallstudentsfeelownershipoverthespacesinwhichtheywillexplorethearts.I
thinkonewaywecouldaddressthisissueisbyhavingtheworkshopsatPioPicounderthe
guidanceofpeoplefromo utsideorganizations.Yet,Ithinkthismightbedifficultduetothe

19


bureaucraticproceduresforhavinganafterschoolprogram.Thismightalsopresentsome
challengesgiventheadministrationsapparentlackofenergyforestablishingextracurricular
programs.Ouranswerstothesechallengeswillexplorehowartandartspacecanbestructured
tobea sourceofunityinanurbancommunity.Therefore,inworkingthroughtheseissuesnext
semester,wewillreallygetthechancetoanswerourresearchquestionfirsthand.

TuanHophan
Frombeingknownasoutsiderstoslowlybeingmoreintegratedinsidersinthecommunity
afterseveralmonths,weh avegainedamuchdeeperinsightintothecommunityweserveat.
Initiallywewereinterestedindoingsomethingrelatedtoviolenceandhealthofacommunity,
especiallyhowitrecoversfromviolenceortrauma.Thiswasduetothefactthatourinitial
researchleadustobelievethatviolence(andgangviolence)wasabigissueinthisareabutlater
realizedthethreatwasgone.Thenafterfurtherinvestigation,wew ereinterestedtoartistic
spacesinacommunityandhowcommunitiesutilizeartisticexpressiontohealfromviolenceor
trauma.Thiswasattributedtothefactthatwehadfoundafewartisticspaces(andnonartistic
spacesaswell)quiterandomly,attendedlocalevents,andmetpeoplealongthewaywhogaveus
crucialinsightintothiscommunity.Eventually,thefinalresearchquestionthatwedecidedupon
becameabouthowartandartisticspacesbecomeasourceofunityforacommunity,giventhe
diverseintersectionalitieswithintheareaweserveat.
Wehadbeenofferedseveraldifferentopportunitiesbyschoolofficialstoaidinthe
communitylikedoingacannedfooddrivebutwefinallyfiguredoutthebestapproachand
possiblewaywecouldcontributewastoconnecttheseyoungpeopletoartisticspaces.Wehad
noticedthattheonlyelectivetheschoolhadwasaRocknRollbandclassduetofunding
issues.Inbothofmyclasses,Ivenoticedthatsomestudentsarereallyinterested(andexcel)in
drawingbecauseofthethingstheywoulddrawontheirfoldersandnotebooks.Inthecoming
weeks,wearemeetingwithrepresentativesfromSt.Elmos,anAfricanAmericanartistic
communityspace,inJanuarytofigureouthowwecanconnectstudentswithmoreartistic
outlets.Onethingwedoneedtoworkonistolookformoreartisticspacesthatcatertothe
historyandcultureofLatinos/Latinasbecausearound97%ofstudentsatPioPicoareinthis
demographicgroup.
Forthisproject,weworkedandmadedecisionsprimarilyasagroupbutwechoseto
divideupworkevenlyforeaseofaccessibility.Forthelocalevents,weattendedsomeasagroup
andsomeasindividuals.Weeachdidourowndiggingdeeperresearchandlookedforpossible
resourceswecouldconnectwithinordertomoveforwardwithouractionplan.Themost
difficultpartwasprobablythegettingtoknowthecommunityandtheresearchtoguideour
actionplan.Oncewegottoknowthecommunitywewereservingatandthetypesofstudents
wehad,itwasmucheasiertocomeupwithanactionplanthatwouldbestcatertotheirneeds.
AnotherproblematicareaLilyandIhaddifficultywithwasconnectingmorewiththeparents
andnothavingtheopportunitytogettoknowthem.Onlyduringafewoccasionswouldwebe
abletointeractwithafewgenerousmomswhohadbroughtfoodinforourThanksgiving
festivitybeforethebreak.
Forme,thebestwayIlearnedaboutthecommunitywasjustthroughtalkingwithpeople
wholivedandworkedaroundPioPico.TheeverydaycasualconversationsIwouldhavewith
themturnedouttobeveryvaluable.Additionally,Ihadtheopportunitytoconnectandhave
conversationswithstudentswhohadbeenlabeledastroublemakersandwhowereoftensent
20


outsidetheclassroom.Throughtalkingwiththem,Igotastrongsenseofwheretheyarecoming
fromintermsofculturalbackground,familyhistory,andaspirations.Oneimportantaspect
withinthec ommunityIhavebeennoticingisspecificallyinregardstotheintersectionalitiesof
race,culture,gender,religion,andsocioeconomicclassallmixingtogetherattheschool.
Intermsofpossibleactionplans,wearecurrentlystillonb oardwiththeconnecting
studentswithartisticspacesplan.Wehopetogainaidfromschooladministrationinmaking
thisprocesssmootherbecausewehaveheardthereweredifficultieswithimplementingafter
schoolextracurricularactivitiesinthepast.

VinhHoang
Duringthecourseofthisproject,myideasabouttheArlingtonHeightscommunityhave
changedasIhavespentmoretimeinthecommunity.Throughonlineresearchanda
conversationwiththeschoolprincipalbeforeourplacementshadbegun,ourCIPgroupwastold
anarrativeofgangviolenceandaheavypolicepresence.Weweretoldtoexpectseeingpolice
officerswalkingaroundwithassaultriflesandshotguns.DuringourtimeinArlingtonHeightsso
far,wehavenotbeenexposedtoeitherviolenceormilitarizedpoliceofficers.Localcommunity
membershaveactuallytoldusthatthecommunitysgangissuesarenolongeraproblemandthat
thecrimeintheareahassignificantlydecreased.Thisisyetanotherexampleofhowthemedia
canservetoperpetuateanegative/deficitviewofacommunity.However,withalittledigging,
wewereabletouncoversomeoftherichresources/assetsthatthecommunityhastooffer.
TheUndergroundMuseumislocalartspacewhosemissionistoconnectart/museum
spacestotheworkingclassneighborhoodsofArlingtonHeights.Ourgrouptouredthemuseums
NonFictionexhibitandwereabletoseepowerfulworkthatsoughttoexposesomeofthe
horrors/injusticesexperiencedbyAfricanAmericansthroughoutU.S.Historysuchaspublic
lynchings,policeshootings,andsegregationinpublicspaces.Fromthis,ourgroupwasableto
seehowacommunitycanusearttohealwoundsandcometogether,andwewantedtogive
studentstheopportunitytodosothemselves.St.ElmosVillageisanotherlocalartspaceinthe
areathatseekstomakeartavailabletoworkingclasspeople.Aftertalkingwithsomeofthe
teachersatPioPicoaswellasattendingaparentmeeting,wehavelearnedthattheschooloffers
littletonoavenuesforstudentstoexpressthemselvesartistically.Besidesband,PioPicooffers
nootherartorextracurricularactivities.ThisisunfortunateasIhaveseenthatsomestudentsin
myclassesarelookingforwaystoexpressthemselvesartistically.Onestudentwillalwaysfinda
waytoincorporateverydetaileddrawingsintoherwork,evenwhentheassignmentdoesnot
explicitlycallforartwork.AnotherstudentwillgotoCalStateLAontheweekendtoparticipate
inLAUSDsConservatoryofFineArtsprogram.Thesestudentsh aveaninterestinart,theyjust
needtheappropriatecontextandaccess.So,forouractionplan,wewillbelookingtoconnect
alreadyexistingcommunityassets(St.ElmosVillage,UndergroundMuseum)toourstudentsat
PioPicoMiddleSchool.Wehavereachedouttobothorganizationsandbothhaveexpressed
interestineithersettingupaworkshopattheschoolorinvitingstudentsintotheirspace.
Movingforward,wemayneedtodosomemorediggingintoourc ommunityforLatino/Latina
artspacesinordertoreflecttheidentitiesofourstudents.Ourcommunityassetssofarareboth
AfricanAmericanartspaces,soourstudentsmaynotbeasengagedinthesespaces.
Themostdifficultpartofthisprojectsofarhasbeenconnectingwithparents.More
specifically,thelanguagebarrierhasbeendifficulttonavigate.Ihavesomeunderstandingof
Spanish,butnotenoughtoexecuteextended/complexdialogue.Forexample,KarlaandI
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attendedaparentmeetingthatwaslargelyconductedinSpanish.Iwasunabletofully
understandtheissuesthatparentswerebringingup,therefore,Icouldnotoffermyown
insights/ideas/opinions.Unfortunately,wehavediscoveredthatthischasmiscommonthemeat
PioPicoMiddleSchool.Itdoesnotspecificallyhavetodowithlanguage,butthereisaclear
lackofcommunicationbetweenteachers/administratorsandtheparentsthemselves.Anumberof
parentshaveexpressedthattheyfeelkeptoutoftheloop.Hopefully,withouractionplan,we
canaddressthisdisconnectandmakesuretoinvolveparentsintheplanning/implementationof
ourplan.

KarlaCastillo
Whenwefirstbeganthisprojectmyideaofcommunitywaslimitedtomyfamily,small
groupoffriends,andthepeoplewhoIworkwithnearoraroundAzusa.WhenIwasatUC
IrvineIthoughtthatIcouldbecomepartofthecommunitytherebutsomethingseemedoff.Idid
notfeellikeIbelongedforanumberofreasonseventhoughIlivedthereforalmostthreeyears.
Inthesepast11weeksIhavefeltastrongerconnectiontothepeopleintheWestAdamsareaof
LosAngelesthanIdidmyentireundergradcareerinIrvine.Thisprojecthasdefinitelychanged
myideaofcommunitiesandhowtheyareperceived.
OurinitialonlineresearchoftheArlingtonHeightscommunitypainteditanextremely
dangerousplacetobewithahistoryofgangviolenceandcriminalactivity.However,oncewe
hadtheopportunitytoexplorethecommunityIrealizedthatthisnarrativecouldnotbefurther
fromthetruth.Forthepurposesofourproject,wecametodefinethetermcommunityasa
collectionofdiversepeoplewhowork,live,andshareanintersectionofspace.T hisiswhatI
sawastimepassed.
WiththehelpofmyguidingteacherourgroupcameacrossalocalcafintheWest
AdamsareathatIfeeltrulychangedthewayIseecommunity.Iwasabsolutelyenthralledbyall
thecolorsandscentsandsoundsthatthiscafbrought.Instantly,Ifeltathome.Ifelta
connectiontothiscitythatIlivedsoclosetoformanyyearsbutnevertrulyexploredor
appreciated.
Fromthenon,ourCIPtookacompletelydifferentroute.Withtheassistanceofthecafs
ownerwecameacrosssomeartspacesthatofferservicesthepeopleinthecommunity.The
UndergroundMuseumwasonthefirstplacesthatwehadachancetovisit.Thisartmuseum
strivestobringarttocommunitymemberswhocannotormaybeintimidatedtovisittraditional
artmuseums.Fromourfirstvisitherewewereencouragedtoinviteourstudentsandtheir
familiestovisitorparticipateintheeventsthattheyhost.Additionally,themuseumsfriendly
staffo fferedtoletushostourowneventforstudentsandfamiliesifwechoosetodoso.Itruly
appreciatedthisgregariousinvitation.
Ahugepartofthisprojectformehasbeenfindingawaytocommunicatewithparentsof
ourstudents.ThefamiliesinthelargerWestAdamscommunityaremostlyworkingclass,which
canmakeitdifficulttomeet.Luckily,wehadtheopportunitytoattendacoupleofmeetings
wherewewereabletoatleasthearsomeoftheconcernsthatthep arentsinthecommunityhad.
Parentsdefinitelyshowedaninterestinbeingmoreinvolvedwithextracurricularorafterschool
activities.However,Ilearnedthattherewassomesortofdisconnectbetweenschool
administratorsandparentsthatdidnotallowforthistohappenasoftenastheydlike.

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WithouractionplanIhopewecanfindawaytocombinetheinterestthatparentshavein
engagingwiththeschooloutsideoftheclassroomandtheopportunitiestohostcommunity
eventsthathavebeenpresentedtousbythevariousartspacesthatwehavevisited.

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