Candy Alexandra González (they/them) is a Little Havana-born and raised, Philadelphia-based, multidisciplinary visual artist, poet, activist and trauma-competent art educator. Candy received their MFA in Book Arts + Printmaking from the University of the Arts in 2017. Since graduating, they have been a 40th Street Artist-in-Residence in West Philadelphia, a West Bay View Fellow at Dieu Donné in Brooklyn, NY, Leeway Art and Change Grant Recipient and the 2021 Linda Lee Alter Fellow for the DaVinci Art Alliance. Candy is currently an Art + Art Education doctoral student at Teachers College, Columbia University.

Symone Salib (she/her)

Symone Salib is a first-generation Cuban/Egyptian muralist, illustrator, and trauma-informed educator whose art centers on the storytelling of community members through large-scale public installations. Strongly rooted in portraiture, her work envisions a world of radical possibilities where equality and justice are at the center. By focusing on the voices and faces of marginalized communities, Symone uses her art to uplift and amplify those who are often overlooked.

Her community-based practice reflects her belief that art should be accessible to all. By creating work in public spaces, she ensures that everyone, regardless of background, can engage with and experience art. She believes public art is not just about beautifying a space; it's about providing visibility and recognition to the people who make up the fabric of the community.

Symone’s work is a tribute to the resilience and strength of her subjects, whom she depicts with deep admiration and respect. She wants people to feel seen, heard, and valued through her art, believing that representation and recognition are vital to fostering a sense of belonging. At the heart of her practice is a commitment to creating art that empowers individuals and strengthens the bonds within her community.

Hanna Lee (she/her) is a disabled and neurodivergent Korean-American art therapist and art educator with an extensive background in working with people of all ages and abilities. She is a passionate proponent of using the arts to provide a variety of supports for historically marginalized populations and has spoken on this topic through organizations such as the National Art Educators Association, Department of VSA at the John F. Kennedy Center for the Performing Arts, and the International Conference on Disability Studies, Arts, and Education. Working with and advocating for diverse communities has allowed her to explore art-making as an unlimited means of honest expression and personal growth beyond the social, economic, physical, and intellectual limits to which people are often confined.

Lee’s educational background includes a Masters in Art Therapy and Counseling from Drexel University and a Masters in Art Education with an emphasis on Special Populations from Moore College of Art & Design. As a graduate student at Drexel, Lee founded a group for students of color who continue to advocate for anti-oppressive curricula and culturally responsive mental health supports for BIPOC clients and clinicians. She currently serves as Director of Research at the Asian Americans with Disabilities Initiative to provide investigative research, advocacy, and resources for Asian Americans with disabilities.

Lynette Brown (She/Her)  is a dynamic and visionary educator who has dedicated her career to promoting equity, diversity and inclusion in arts education with a diverse professional background spanning teaching, program facilitation, and leadership roles. Currently serving as the director of Visual Arts, Dance and Theater for the School District of Philadelphia, Brown-Edwards oversees a wide range of programs aimed at honoring student culture and identity, nurturing creativity and artistic expression among students. Her leadership role allows her to advocate for the importance of arts education, equity and its impact on student development.

In addition to her role in the school district, Brown-Edwards serves as an adjunct professor at Moore College of Art & other local universities. Her impressive array of certifications, including the National Board Professional Teachers Certification and Pennsylvania Instructional Certificates, underscores her commitment to professional excellence and continuous learning. She serves in leadership roles such as the Pennsylvania Equity, Diversity and Inclusion liaison for the National Art Education Association and the chair of the Equity, Diversity and Inclusion committee for the Pennsylvania Art Education Association. Brown-Edwards has been recognized with the prestigious Lindback Award for Distinguished Educators in 2020 and the Philadelphia Delta Sigma Theta Sorority, Inc. Community Torchbearer Award in 2022, which highlights her exceptional dedication and impact in the field of education. As a thought leader and advocate for equity in arts education, Brown-Edwards continues to inspire educators, students and communities alike.

Priscilla Bell Lamberty (She/Her) “I seek to share my art with others in hopes of sparking thoughtful conversation with the viewer. It is my hope to help shed light on some of the often-challenging topics that I address in my work.” Priscilla Bell Lamberty was born in North Philadelphia and raised in the Hunting Park section of the city. She attended Moore College of Art and Design where she received a BFA in 2D Fine Arts. In 2010, she graduated with her MFA in Painting from Pennsylvania Academy of the Fine Arts. As an artist, Priscilla looks towards her family, surroundings, and cultural heritages for guidance and inspiration. She continues to explore the issues that mean the most to her, including Parenthood, Environmental Justice, the centering and uplifting of Black & Brown voices, and Indigenous/Native/Indigenous Caribbean visibility. Priscilla was the recipient of the Leeway Transformation award (2024) “Distinguished Alumni” award from Community College of Philadelphia (2023) “Taino Muralist of the Year” award (2020), “Phenomenal Woman” award (2020), Leeway Art & Change grant (2017), “Taino Storyteller of the Year” award (2017). She also works as a freelance muralist with Mural Arts and is a painting instructor at Fleisher Art Memorial.

Manuela Guillén is a freelance painter, muralist, and digital illustrator currently living in Philadelphia, PA. Born in Miami to Cuban and Salvadorian immigrant parents, Manuela has always had a love for art. She has collaborated with local, national, and global art organizations such as PangeaSeed, Mural Arts Philadelphia, Gender Justice Fund, and more. Her murals can be found in both the U.S. and Mexico. Inspired by plants, tropical colors, and her cultural upbringing, Manuela aims to bring awareness to art education, mental health, sociopolitical, and environmental issues. As a teaching artist, Manuela hopes to inspire the next generation of artists to be creative as she continues to bring communities closer together through art. 

Chandra K. Smith is a Korean-African American, queer woman who has been in education for nearly 25 years. She earned her undergraduate degree in mathematics from the University of Virginia and later pursued a Master’s degree at the School of Leadership and Education Sciences at the University of San Diego. Her graduate studies focused on the role of STEAM education in fostering more inclusive and equitable classroom environments, where students from diverse backgrounds are encouraged to voice their unique perspectives and interests. Throughout her career, Chandra has held numerous roles, and currently serves as the Dean of Innovative and Inclusive Pedagogy at Walnut Hill School for the Arts in Natick, MA. In addition to her administrative role, she serves as the faculty advisor for Mosaic, the student multi-racial affinity group, and is a dorm parent for 9th and 10th grade female-identifying students.

Samantha Davis (she/her) Samantha Davis is an alumni of Moore College of Art and Design graduating in 2016 with a Masters in Arts Education with an Emphasis in Special Populations. Her thesis, Exploring the Effects of Art-Making on Racial Climate, examines the impact of whiteness and visual representation in a multicultural classroom. Since 2016, Samantha Davis has been leading professional developments, and affinity spaces up and down the east coast, including the Kennedy Center in DC, Center for Civil and Human Rights in Atlanta, PAEA conferences, American University and the first annual Adding Voices Conference in 2022. She has worked for the past 8 years at Coney Island Prep High School in Brooklyn, NY teaching and coaching teachers in equity practices, and racial identity development. She has led affinity spaces for white participants for the past 5 years at CIP, and is an Equity Ambassador representing her campus at the network level. 

Kofi Sarfo 

He/Hiim

Kofi Sarfo is a freelance animator with over 17+ years of experience based out of Newark, DE. He has also spent the last 10 years in higher education, with an emphasis on everything involved in the 2D animation pipeline from storyboarding, animation, video editing, post-production and VFX, and sound design/music. He is very influenced by new technology as well as sneaker culture and aims to bring all of these aspects of his personality into his teachings and original characters. This helps him stay current with the times and with his student's interests.

Kristin Kelly

She/Her

As a co-founder of Crown, I'm dedicated to harnessing art for liberation and social justice. Mywork centers on themes of human rights and environmental equity. Inspired by Frantz Fanon, Iaim to create visually powerful narratives that challenge oppressive systems and advocate for amore just world.

With a Master of Education from Arcadia University, I've combined my academic background inliterature with a focus on social justice activism. My research and projects have delved into issues such as the feminization of poverty, the Human Terrain System, and environmental racism specifically the lack of green spaces in Black communities. Through my work, I hope to ignite a collective movement towards anti-colonialism, inspiring others to challenge the systems of power that perpetuate colonial legacies and advocate for a more just and equitable world.

Dani Gonzalez 

(they/he) 

Dani is an arts educator whose research and practice intersects queer theory with pedagogy and a celebration of cultural identity. They are passionate about play, exploration, deconstruction, and community building as essential components to learning in and through the arts; challenging pedagogies of assimilation; and resisting binary thinking in artistic and individual student development.

Positionality statement: Dani Gonzalez (they/he) is shaped by their southern upbringing, queerness, and Mexican American heritage. They received their BFA in Art Education from Virginia Commonwealth University. Dani is currently living in West Philadelphia 

Cherish Christopher 

(she/they) 

Cherish is an arts educator and social historian focused. As a Black queer educator, she emphasizes the importance of representation in shaping educational experiences and fostering inclusive environments. Driven by her identity and experiences, Christopher is committed to promoting critical and creative thinking in the galleries. Positionality: I, Cherish Christopher (she/they), am an arts educator and social historian dedicated to examining the intersections of race, queer theory, and pedagogy. As a Black queer educator, I recognize the profound significance of representation in shaping educational experiences and fostering inclusive environments. My work is informed by my identity and experiences, driving my commitment to critical and creative thinking in the gallery. 

Dra. Leslie C. Sotomayor II

She/Her/Ella

I am a Latina, an artist, curator, writer, and educator. As a first-generation bilingual scholar, with dual Ph.Ds. in Art Education and Women’s, Gender, & Sexuality Studies from The Pennsylvania State University I focus on Gloria Anzaldúa's theory of conocimiento and autohistoria-teoría, a feminist writing practice of theorizing one's experiences as transformative acts to guide my teaching methodology and curate curriculum for empowerment. I am passionate about collaboration that work towards transformative justice efforts through creative acts as interdisciplinary works. My work is centered on under-represented and under-served populations as valid, knowledge building information. In this vein, the session workshop I would like to present on, Visual Pláticas: Artist/Writer Acts Interactive Workshop aims to guide participants through effective practices for storytelling, sharing perspectives, building empathy and community.

Dra. Leslie C. Sotomayor II is a Latina artist, curator, writer, and educator. As a first-generation bilingual scholar, she holds dual PhDs in Art Education and Women’s, Gender, & Sexuality Studies from The Pennsylvania State University. Her work is centered on Gloria Anzaldúa's theory of conocimiento and autohistoria-teoría, emphasizing collaboration for transformative justice. Leslie's interdisciplinary practice is focused on empowering underrepresented and underserved populations.

Qualeasha Wood

She/Her

Qualeasha Wood is an interdisciplinary artist whose work contemplates realities around black female embodiment that do and might exist. Inspired by a familial relationship to textiles, queer craft, Microsoft Paint and internet avatars Wood's tufted and tapestry pieces mesh traditional craft and contemporary technological materials. Together, Qualeasha navigates both an Internet environment saturated in Black Femme figures and culture, and a political and economic environment holding that embodiment at the margins. For her what are intuitive combinations of analog and cybernetic compositional processes make for a plainly contemporary exploration of Black American Femme ontology.

In 2024 Wood will have a solo exhibition at the Harvey B. Gantt Center for African-American Art + Culture, Charlotte, NC. She is currently included in Giants: Art from the Dean Collection of Swizz Beatz and Alicia Keys, Brooklyn Museum, New York, NY;Threaded Visions: Contemporary Weavings from the Collection, Art Institute of Chicago, IL; and Threaded, Spelman College Museum of Fine Art, Atlanta, GA. Her recent exhibitions include Manic Pixie Magical Negro, Kendra Jayne Patrick, New York, NY (2023); The New Bend, Hauser & Wirth, Somerset, New York, NY and Los Angeles, CA (2022-3); It’s Time For Me To Go, MoMA PS1, New York, NY (2022); Alter Egos | Projected Selves, The Metropolitan Museum of Art, New York, NY (2022); and Dancing in Dark Times, Pippy Houldsworth Gallery, London, UK (2021). Her collections include Art Institute of Chicago, IL; The Metropolitan Museum of Art, New York, NY; The Rennie Collection, Vancouver, Canada; The Rhode Island School of Design Museum, Providence, RI; The Studio Museum in Harlem, New York, NY; The Dean Collection, New York, NY; and The Museum of Fine Arts, Houston, TX. 

Lisa Jungmin Lee

She/Her/Hers

Lisa Jungmin Lee is a print-based artist in Philadelphia. Lisa is fascinated by urban structures and its architectural elements she discovers while exploring around the city. Her work incorporates lines as a primary visual language to deliver her interests in blurring the relationship between an image of imagined space and reality. Lisa received her MFA in printmaking from the Tyler School of Art & Architecture and a BFA in printmaking from the Hongik University in Seoul, South Korea. She has exhibited her work internationally and teaches at several Philadelphia-area institutions.

Austyn de Lugo-Liston

he/him/she/her

I am a queer artist and teacher of Puerto Rican and Virgin Islander descent. My parents each come from a United States colony in the Caribbean, and I was born and raised in Orange County, CA. I am interested in how visual literacy can help liberate us from colonialist narratives.

De’von Downes

They/ He

De’von Downes, a non-binary artist from South Jersey/Greater Philadelphia, creates impactful works in watercolor, public art, and jewelry. Their portraiture focuses on the black experience, weaving in symbolism from folklore and nature. They've contributed to projects with Murals Arts, Atlantic City Arts Foundation, Made in America, NJ Transit, and Camden Fireworks, leaving permanent murals across various locations. Before muralism, De’von studied Art Therapy, worked as an Arts Coordinator, and conducted community-based workshops, emphasizing wellness and emotional literacy. Their belief in influencing change through inclusive, educational art drives them to challenge norms and use public art as a platform for inspiration and education.

Hanna Lee

she/her

Hanna Lee (she/her) is a disabled and neurodivergent Korean-American art therapist and art educator with an extensive background in working with people of all ages and abilities. She is a passionate proponent of using the arts to provide a variety of supports for historically marginalized populations and has spoken on this topic through organizations such as the National Art Educators Association, Department of VSA at the John F. Kennedy Center for the Performing Arts, and the International Conference on Disability Studies, Arts, and Education. Working with and advocating for diverse communities has allowed her to explore art-making as an unlimited means of honest expression and personal growth beyond the social, economic, physical, and intellectual limits to which people are often confined.

Lee’s educational background includes a Masters in Art Therapy and Counseling from Drexel University and a Masters in Art Education with an emphasis on Special Populations from Moore College of Art & Design. As a graduate student at Drexel, Lee founded a group for students of color who continue to advocate for anti-oppressive curricula and culturally responsive mental health supports for BIPOC clients and clinicians. She currently serves as Director of Research at the Asian Americans with Disabilities Initiative to provide investigative research, advocacy, and resources for Asian Americans with disabilities.

Allison Yasukawa

she/her

Allison Yasukawa is an interdisciplinary maker, educator, and deep language nerd. She holds an MFA in Studio Art and an MA in TESOL/Applied Linguistics from the University of Illinois at Chicago. She has exhibited nationally and internationally at spaces including the American University Museum (Washington D.C., USA), High Desert Test Sites (Joshua Tree, CA, USA), and Dak'Art OFF (Saint-Louis, Sénégal). Allison has developed arts-based English language programs and taught at art/design schools in the United States including the California College of the Arts, the California Institute of the Arts, the Maryland Institute College of Art, and ArtCenter College of Design. She has presented workshops internationally on artmaking and languagemaking in Addis Ababa, Ethiopia; Grand-Bassam, Ivory Coast; and Changsha, China and is working on a book about language and creative practice. Allison lives in Chicago and is the Director of English for International Students at the School of the Art Institute of Chicago. Websites: allisonyaukawa.com & languagingart.design

Glynnis Reed-Conway

she/her, they/them

Glynnis Reed-Conway s an accomplished professional visual artist, art educator, and emerging scholar. She has two decades of experience as an art educator, working with diverse students as a teaching artist, K-12 art teacher, museum educator, and as a university instructor. She is a co-editor and contributor to the Curriculum and Pedagogy Group volume "BIPOC Alliances: Building Communities and Curricula" and author of "James Baldwin: Novelist and Critic" for young adults. Reed-Conway has exhibited her artwork widely in the U.S. and internationally. She is a recipient of the Visions of a New California Award and other grants and awards. She is currently a dual title doctoral degree candidate in Art Education and Women’s, Gender, and Sexuality Studies at The Pennsylvania State University and was selected as a member of the Phi Kappa Phi Society for excellence in her doctoral work. She is motivated by the capacity of art to build worlds and act as a potential healing and liberating force. Her scholarly activities weave multiple strands of study that include artmaking practices, spirituality, disability studies, and autoethnography to bring greater awareness of the value of the lives and contributions of intersectionally marginalized individuals to the field of art.

Kelli Williams

She/ Her/ Hers

Kelli Williams is a visual and community artist. In her personal and collaborative work, she uses experimental animation, photography, immersive technology, installation, and humor to create work that comments on society through the lens of social media, popular culture, and technology. She is very interested in how media (social media and mass media) shape how identity is perceived and constructed. Unlike her collaborative, socially engaged projects that are often directly inspired by movements like the Black Lives Matter Movement, her experimental animation and fine artwork are never fully grounded in reality. It walks the line between reality and fiction representative of the subconscious or the idea of our “virtual selves”.

Kelli Williams is an alumna of Morgan State University where she majored in Fine Art, with a concentration in photography. She received her Masters of Fine Arts from Columbus College of Art in Design. She is now a professor at the Maryland Institute College of Art. Her work has been shown nationally and internationally and has been featured in the Huffington Post, Columbus Live, Hyperallergic, Artnet, Baltimore magazine, and Netflix’s Cops and Robbers.

Betsaleel (Bets) Charmelus

he/him

As the eldest American-born child of Haitian immigrants, my life is woven from diverse cultural narratives: Christianity with Vodou, secularism with faith, collectivism with individualism. Growing older, I've come to appreciate how these elements intersect, shaping my under, inner & overstanding of my own beliefs - specifically around standing in the gap, intercession, allyship and bearing witness.

This upbringing from a lineage of diasporic love & magic has made me comfortable with life's seen and unseen aspects; because of this I embrace my limitations and the unknown with open arms. My work is a reflection of this lens. As a facilitator, I strive for communal progress, discussion and ease for those in my learning spaces. As a community advocate, I’ve supported survivors of sexual trauma through the JJPI’s B.O.S.S Program, helped lead the anti-violence initiative Beyond the Bars, and championed local Philadelphia grassroots efforts for Black men's mental health. At the national non-profit ArtistYear, where I serve as CEO, my focus is on simplifying access to the arts in schools all over the country. As a musician, I’ve traveled coast to coast, collaborating with a myriad of musicians with the aim of fostering connections through auditory storytelling. I’m deeply passionate about exploring the difference between questioning oneself and asking oneself questions.

Tara Harrison

she/ her

Raised in a family of artists, crafters and makers; creativity and self expression have been a constant thread from childhood for Tara Harrison (she/ her). Since 1999, she has taught art in a variety of settings - currently at a suburban public elementary school in Connecticut. Working in a predominantly white institution while living in a multi-racial, neurodiverse family informs her teaching practice. She is an artist and art educator with a passion for student centered learning, natural dye, gardening and crafted cocktails. She earned her MS in Art and Design Education from Pratt Institute and her BFA in Film, Video, Animation from the Rhode Island School of Design. She is a 2018 Fund for Teachers Fellow.

Brittni Jennings

she/her

Brittni Jennings is a passionate history and social science teacher advocating for student autonomy and voice. In 2019, she was one of 60 Philadelphia-based teachers awarded the Lindback Award for Distinguished Teaching and the recipient of the Changing Lives Award by the Change Our Future Foundation in 2022. Brittni is the 2023 recipient of The David McCullough Prize for Excellence in Public History. Jennings has been involved with the anti-racism curriculum initiatives at the school and district levels while facilitating local and national educator professional developments. Through her experience with the National Constitution Center, she assisted with curriculum writing, facilitated workshops to help teachers implement challenging constitutional conversations into their classrooms, and partnered with the NCC’s Policing in a More Perfect Union program where students facilitate dialogue with newly recruited and veteran police officers to discuss police relations within their communities. Brittni has served as a coach for social justice initiatives such as The Aspen Challenge and is currently one of the Race and Equity teacher leads at Constitution High School organizing and facilitating an annual Black History Expo for her students and surrounding community. She earned her master’s degree in urban education and is currently extending her educational practices beyond the classroom walls through her co-curated street art project “Afromation Avenue.” Person-first centered learning environments are what Jennings believes will foster both a wealth of knowledge and wealthy character for all persons sharing space.

Afromation Avenue is a collection of curated positive affirmation street signs personalized by predominantly Black/African American communities throughout the city of Philadelphia. We want to create spaces for reflective thought and conversation while honoring the cultural identity of each community. Through creative placemaking, Afromation Avenue lends itself as a social emotional guide in hopes of cultivating spaces where our stories are heard, our communities are seen, and our joy is felt.

Qais Assali

They/them

Qais Assali is an interdisciplinary artist/designer born in Palestine in 1987 and raised in the UAE before returning to Palestine in 2000. Assali taught in Visual Communication at Al-Ummah University College, Jerusalem, MI, and Vanderbilt University, TN. As a Designer-in-Residence for the Critical Race Studies Program at Michigan State University, they initiated a virtual collaborative project called Non-Geographic, Non-Political Dialogue between students in Palestine and Michigan. Recently, Assali joined the School of the Museum of Fine Arts' faculty at Tufts University, Boston, MA.

Assali holds four degrees in visual arts bizarrely from Palestine and the U.S, a BFA in Graphic Design from An-Najah National University 2009, and a BA in Contemporary Visual Art from the International Academy of Art Palestine 2017. He simultaneously completed an MFA from Bard College, NY 2019, and an MA in Art Education from the School of the Art Institute of Chicago, IL 2018.

Assali uses visual analogy, translation, substitution, and appropriation strategies to rethink forms of communication architectures. Assali seeks to complicate historical hierarchies. “I am the result of my generation, experiencing the entire Second Intifada and trying to frame or shape it differently. These historical narratives fuel my passionate gaze toward the Middle East by subverting notions of oppression and victimhood. My work shows how the case of Palestine is more broadly connected to the problems of the Arab world and the whole world and to see the historic Palestinian relationship to colonization and imperialism.”

Hanna Lee

she/her

Hanna Lee (she/her) is a disabled and neurodivergent Korean-American art therapist and art educator with an extensive background in working with people of all ages and abilities. She is a passionate proponent of using the arts to provide a variety of supports for historically marginalized populations and has spoken on this topic through organizations such as the National Art Educators Association, Department of VSA at the John F. Kennedy Center for the Performing Arts, and the International Conference on Disability Studies, Arts, and Education. Working with and advocating for diverse communities has allowed her to explore art-making as an unlimited means of honest expression and personal growth beyond the social, economic, physical, and intellectual limits to which people are often confined.

Lee’s educational background includes a Masters in Art Therapy and Counseling from Drexel University and a Masters in Art Education with an emphasis on Special Populations from Moore College of Art & Design. She currently works with Asian Americans as a therapist at Mango Tree Counseling & Consulting and serves as Director of Research at the Asian Americans with Disabilities Initiative to provide investigative research, advocacy, and resources for Asian Americans with disabilities.

Nancey B. Price

she/her

Nancey B. Price is a Black, queer collage artist, writer and storyteller from rural Georgia with an appreciation for all things Black, Southern and imaginative. In her creative pursuits, she seeks to build worlds in which Black people can exist freely in all their beauty and complexity. She received her B.A. in Women’s & Gender Studies from Mercer University (2015), as well as her MPA in Nonprofit Management from Georgia Southern University (2019) and currently works as a full-time artist. She's exhibited her artwork across the country and has been featured in various publications, including O, the Oprah Magazine, Garden&Gun Magazine, and Black Collagists: The Book. She uses words and performance to take her audience on a journey of selfhood, spirituality, and ancestry. Her stories have been featured on Hoodoo Plant Mamas and You Had Me At Black, and as the executive producer and host of the podcast, Dreaming In Color with Nancey B. Price, she highlights the importance of dream-telling in the Black community by creating a safe space for each of her guests to share a dream story and deconstruct its meaning in their waking lives. In her stories of fiction, Nancey invokes magical realism and southern gothic storytelling to build worlds and weave together lives inspired by the folklore and oral histories of her hometown, Girard, GA.

Jana Lynne (JL) Umipig

She/Her

As a second generation Decolonizing, Artist Educator, Cultural/Knowledge Bearer, Grief and Death Worker. My pedagogical stance is rooted in the communal processes of learning, that acknowledge our liberation is bound to each other and that the Arts is a means for healing and tending to the Griefs of the world. Some of the spaces I have done this work include- El Puente, Brooklyn, where I helped to develop a Arts for Social Justice program for youth and ran it for almost 7 years and have trained Arts Educators to integrate social justice in to their creation work with students, I also was the founding Theatre teacher at Achievement First East Brooklyn High School- where despite going against the grain of charter school structures, I brought the framing of Social Justice education classroom integration including during the time of COVID-19 remote learning readjusting curricula to be culturally responsive and supportive to students living through the unfolding of a global pandemic. I have developed curricula to codify and ground pedagogical frameworks for the work of training, guiding, nurturing and growing other facilitators of learning in the duty of Cultural Organizing and Education for Liberation including creating the foundations of the Survivor to Leader curriculum for GEMS in NYC, being a founding member of the Global Justice institute team at El Puente in Brooklyn continually supporting the codification of their methods of community organizing in Arts educational spaces training hundreds of facilitators to integrate Social Justice and Art in their classrooms and youth development centers.