Co-Founder of the Teaching Excellence Network
Jeff Duncan-Andrade, Ph.D., is Associate Professor of Raza Studies and Education at San Francisco State University. He is also the founder of the Roses in Concrete Community School, a community responsive lab school in East Oakland, the Teaching Excellence Network and the Community Responsive Education Group. As a classroom teacher and school leader in East Oakland for the past 24 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 two books and numerous journal articles and book chapters on effective practices in schools. 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. Duncan-Andrade has also been ranked as one of the nation’s most influential scholars by EdWeek’s Public Influence Rankings for the past three years. Read More >
There is very little research and writing done by urban educators to document effective practices in urban schools. Duncan-Andrade has taught and researched effective teaching practices in schools around the world for over 23 years to provide insights to educators and school leaders into effective systems change, program building, and daily educational practices. This discussion equips leaders and educators to leverage research-based critiques of up-by-your-bootstraps theories of individualized success being pedaled to schools. In their place, it offers concrete, time-honored, research based strategies that foreground relationships, relevance, and responsibility as essential ingredients to fundamentally altering the business-as-usual approach that continues to fail so many of our young people. Through the voices of young people and educators, this talk reissues license for community responsive practices that transform engagement and educational outcomes for all children, relieving undeserved suffering in schools and communities.
What are the material conditions that affect urban youth before they even step foot in our classrooms? What does it mean to develop educational environments that are relevant and responsive to these conditions? How should these educational spaces define success for students and teachers? Read More >
This session focuses on developing educators that are better equipped to create educational environments that understand and respond to the social toxins that emerge from racism and poverty. The session closely examines the types of social toxins that young people face in the broader society and discusses the impact of these conditions on student identities. Inside of this framing, Duncan-Andrade draws from his 20 years as an urban educator to explore the concept of hope, as essential for nurturing urban youth. He first identifies three forms of “false hope”—hokey hope, mythical hope, and hope deferred—pervasive in and peddled by many urban schools. Discussion of these false hopes then gives way to Duncan-Andrade’s conception of “critical hope,” explained through the description of three necessary elements of educational practice that produce and sustain true hope. Through the voices of young people and their teachers, and the invocation of powerful metaphor and imagery, Duncan-Andrade proclaims critical hope’s significance for an education that relieves undeserved suffering in communities. Read Less ^
Why is success defined differently depending on your zip code? What happens to communities that define success for their young people by how far away from the community they can get? How can we redefine success so that our young people understand how important they are to the project of improving the conditions in our communities? This talk focuses on reminding young people how important they are to the pursuit of justice and freedom for all people. Drawing from Tupac Shakur’s concept of “unconditional love”, this talk challenges the double standard that is frequently used to define success in this country. It challenges poor and working class youth to redefine notions of success that encourage them to “escape” their communities, distancing themselves from the struggles of their communities while simultaneously increasing resources in communities that are already well resourced. Using a range of popular cultural frameworks, the talk presents a new definition of success for young people in our country, one connected to changing the conditions of inequality that regularly crush dreams and squander the potential of this nation to be truly democratic and socially just.
"I would like to thank you for your gift (knowledge) at the recent conference Tuia Te Ako. Having seen you first at Social Justice Education Symposium (Te Aroha College) I have used your stories (you and students) to promote a critical literacy student centered pedagogy (Freire). 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. So thank you thank you thank you."
"I got the chills listening to your TED talk. Listening to the resilience many of your students continue to have to succeed resonated so much! I want to thank you for the work your doing, truly it is empowering, especially the way you're delivering it in. In a time of uncertainty for me, your talk gave me a recharge."
"I was moved by your speech and I find myself in tears. You are a true, fine example of what our nation needs for our youth to show them that you care every day even if they don't want you to. I, obviously, am not exposed to urban youth or violence in our area but we do struggle with a vast socioeconomic gap, the haves and the have-nots. You were incredibly inspirational to me and again, I thank you for being in my life for one amazing hour."
"Even at the age of 22 when I read your words I knew that I too had to do something about the educational system and its strict structure of success. 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. I'm currently sitting at my desk unable to put the book down because it speaks the ugly truth and that is what makes it so beautiful to me. I figured out the game that education plays and I refuse to become part of the system as an educator. I have been put on this planet to fight for the opportunities ALL students deserve."