This is a story about Collective liberation that emphasizes the interconnectedness of various forms of oppression and the necessity of addressing them together to achieve true liberation for all individuals and communities of color that have been disenfranchised for many years.
There are several interconnected systems of oppression that contribute to inequalities within society (e.g., racism, sexism, capitalism, colonialism/imperialism, ableism, homophobia and transphobia). Rather than focusing solely on one form of oppression, collective liberation advocates recognize that dismantling any one system of oppression requires challenging and dismantling all systems of oppression. These systems of oppression intersect and reinforce each other, creating complex webs of inequality that have, and continue to, permeate many aspects of our society. Astonishingly, more than 60 years after Brown v. Board of Education, the debate continues over how to combat racial inequalities in the nation’s school system, largely based on residential patterns and differences in resources between schools in wealthier and economically disadvantaged districts across the country.
Addressing these inequalities requires recognizing and dismantling these systems through policies, advocacy, education, and collective action. Driven by a fierce determination to rewrite this narrative, Dr. Marcus Foster immersed himself in the world of education. He became a teacher, then a principal, and eventually rose to become the first Black superintendent of the Oakland Unified School District. But his mission went beyond administrative titles; it was about dismantling systems of oppression and fostering a culture of collective liberation. Dr. Foster played a pivotal role in disrupting these systems of oppression in the city of Oakland.
During his tenure as the first African American superintendent of the Oakland Unified School District (OUSD) from 1970 to 1973, Foster implemented several reforms aimed at improving educational opportunities and outcomes for students, particularly those from marginalized communities. He championed initiatives that celebrated diversity, embraced cultural identity, and nurtured the potential of every student. His vision was not just about academic excellence but about cultivating a sense of pride and resilience among Oakland's youth.
Dr. Foster knew that true change required more than policy reforms; it demands a community united in purpose. He called for accountability not only from educators but also from families, taxpayers, and political and economic institutions. He worked to build bridges between educators, parents, and activists, forging alliances that transcended racial and socio-economic divides. Together, they challenged the status quo, demanding equitable resources, inclusive curricula, and opportunities that leveled the playing field for all. Dr. Foster’s embrace of the total school community and educational activism--coupled with the critical federal funding--enabled Foster’s positive impact to be felt on a much larger scale.
Dr. Foster’s initiatives have continued to impact the OUSD. One major impact of his initiatives was helping policy makers recognize the importance of leveling the playing field for all students by funding critical projects (e.g., Measure N) that has enabled every public high school in Oakland to transform their system of education with the Linked Learning approach that includes a performance assessment system, pioneered at Envision Academy! After the first five years, the evidence is clear, with better graduation rates, fewer dropouts and kids taking and passing college eligible classes.
Source: California School Dashboard Report ARISE High Summary | California School Dashboard (CA Dept of Education) (caschooldashboard.org)
More seniors are graduating, more are college ready!
Source: California School Dashboard Report ARISE High Summary | California School Dashboard (CA Dept of Education) (caschooldashboard.org)
This new student-centered approach to learning, where students are given more agency in their community, aims to create a more just and equitable society where everyone can have an opportunity to reach their full potential; regardless of their race, gender, sexuality, ability, or other identities. Where students are given more voice and choice, they are more invested in the learning process. Giving student’s real-world projects as part of their capstone process leads to them being more college and career ready (e.g., EL Education - Tiny Homes for the Homeless ). Ultimately, it's about recognizing the inherent worth and dignity of all people and working towards a world where everyone has a fair shot at living their “BEST” life.
Storyteller
Anthony Echols
Educator
Mr. Echols, is a professional Civil Engineer turned professional educator in the Metro Nashville Public Schools system. He has worked in education for more than a decade – as a classroom teacher, instructional coach, interventionist, and Assistant Principal. Mr. Echols is very passionate about helping students achieve their dreams and making sure they have the necessary tools, academically and socially, to live their BEST LIFE! He tutors and mentors students at his school that participate in the AMEND and Rites of Passages programs. In his current role as an interventionist, he works with middle school students that have significant gaps in their learning to ensure they are equipped with the necessary skills to be successful in the classroom. He also works with teachers and provides professional development to ensure they are using best practices around assessment and learning in their intervention classes. Mr. Echols truly enjoys teaching and pushing students to do their best in everything they do.
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