Tizoc Brenes' Fieldwork Portfolio Homepage
PERSONAL STATEMENT
Educational Philosophy
Democracy begins where difference speaks its name. Democracy fades where social institution are accountable only to the most powerful. The speech, voice, and identity of marginalized communities are silenced. And, when not silenced, they often speak, and are spoken of, through deficit language. Both speech and silence, then, are shaped by power. Transformative education stages a critical reflection upon truth. Only a critique of truth, only the disruption of accepted knowledge, through education, allows the marginalized to find their voice and to have a voice in democratic society. The politics of participatory democracy requires a specific kind of relationship between, identity, knowledge, and power. As an educator-intellectual-activist, I aim to facilitate spaces for the transformation of selves and society.
Autobiography
Education extracts truth from the river of experience. Experience, like the river, flows ceaselessly. Education and truth-making never end. Dewey describes experience as a creative force for education and politics when he writes, "Since the process of experience is capable of being educative, faith in democracy is all one with faith in experience and education." My experiences as a migrant, queer, Xicano, educator, intellectual, feminist, and activist inform my commitment to working with collaboratively others. I have lived and worked in many places. I was born in Los Angeles, moved to Tecate, Mexico, with my family as an economic migrant, attended Crawford High School in San Diego, attended Columbia University in New York City, and worked for almost a decade as a science teacher in East Los Angeles. In 2011, I co-founded a nonprofit leadership and education program in Norwalk, named Field of Dreams Learning. Since 2013, I have worked as an Assistant Principal for YouthBuild Charter School of California, where I have the privilege of collaborating with 9 out of the 19 campuses.
FIELDWORK SUMMARY
My leadership fieldwork project sought to develop transformative praxis at 2 YCSC campuses, El Monte and Norwalk. Transformative praxis necessitates self-reflection, community building, and activism. As such, this larger project required that I participate with staff members in 3 distinct and interrelated practices - critical inquiry, restorative justice, and participatory action. I completed 4 additional fieldwork projects, listed below.
Leadership Fieldwork Project - Transformative Praxis
- Critical Inquiry
- Restorative Justice
- Participatory Action
Additional Fieldwork Projects
- Integrated Learning
- School Accountability
- School Culture
- Curriculum & Instruction
YOUTHBUILD CHARTER SCHOOL OF CALIFORNIA
YouthBuild Charter School of California (YCSC) seeks to provide a high school education that leads to a diploma for a distinct group of students. YCSC students, who are all between the ages of 16 to 24 years old, come from low-income families and underserved communities, and have previously left or been pushed out of the traditional school system without a diploma. They enroll at YouthBuild programs over-aged, under-credited, or both, in order to receive vocational training, counseling, leadership development and an education.
YCSC Mission
Our mission is to cultivate collaborative learning communities in which every student has the right to an authentic education, plays a meaningful role in creating positive social change, and becomes an active participant in working towards just conditions for all.
YCSC Vision
Our vision is that all young people, regardless of their circumstances, have access to an education that will prepare them to counter social inequities and realize their full potential. Our school empowers young people to transform themselves and become leaders in their communities. Our school is a haven of trust and respect, where students can prepare for success in careers, post-secondary education and life.
School Context
- 19 campuses throughout Los Angeles County, San Bernardino County, Riverside County, Fresno County, and San Diego County
- 2000+ students enrolled in 2014
- 2,260 graduates since 2008
Demographics
- 16-24 year olds
- 64.2% Hispanic or Latino, 28.3% Black or African American
- 98% eligible for free or reduced-price lunch, based on CDE standards
- Over 40% of students' parents did not graduate high school
