Today’s post was written by library student assistant Judite do Bem Sampaio. Judite is an international student from Portugal double-majoring in economics and entrepreneurship.
From the start, Joaquín Noguera’s passion for educational equity and his ability to tell stories filled the room with warmth and energy. He opened by sharing the Greek myth of Prometheus—who gave fire to humanity despite being punished for it—as a metaphor for the resilience of Black communities in their ongoing pursuit of education and justice. Building on that, he took us through U.S. history, from Reconstruction to Brown v. Board of Education, showing how moments of progress have often been followed by backlash. Still, he reminded everyone that the fight for educational justice continues today, especially as schools face resegregation, inequitable funding, and the effects of decisions like the 2023 Supreme Court ruling on affirmative action.
The heart of his talk focused on his ethnographic study of Roses in Concrete Community School in East Oakland—a school rooted in community healing and self-determination. Drawing from years of fieldwork, he described how Roses aimed to cultivate “warrior scholars,” students who would go out into the world, bring resources back to their communities, and push for transformation through love, knowledge, and cultural pride. The school’s model, he explained, was built on a desire-based approach that centered hope and aspiration instead of focusing on deficits. Even though Roses closed in 2020, Noguera emphasized that its legacy continues through partnerships that focus on student wellness and empowerment.
What stood out most was how accessible and grounded Noguera made his ideas feel. He spoke honestly about the emotional labor of educators, the limits of policy-driven reform, and the importance of preparing teachers who come from and understand the communities they serve. Referencing Paulo Freire’s idea of “limit situations,” he encouraged the audience to see obstacles not as permanent barriers but as moments that can lead to transformation. “We are the answers we’re looking for,” he concluded, connecting back to the story of Prometheus and the ongoing struggle for educational freedom.
Audience reactions reflected just how deeply the talk resonated. One attendee shared, “Such an engaging speaker. I’ve only ever been to events at the School of Education, but this one stood out.” Another said, “The Zoom recording made it accessible for more people to join and learn,” while someone else added, “Live streaming events like this are so important for building connections.” Many described the event as both intellectually and emotionally inspiring. “It reminded me that we are not alone in this work,” said one guest. Another left saying, “We can do this—we can take on the challenge to redefine education.”
Joaquín Noguera’s Faculty Pub Night didn’t just highlight the inequities that persist in American education, it celebrated the creativity and power within communities to reimagine schools as places of healing, belonging, and justice. As one guest summed it up best, “Outstanding presentation. I’d heard of his work before, but his talk had so much richness and depth.” The night ended with a shared sense of motivation and hope: proof that, like the roses that grow through cracks in the concrete, transformation can still flourish even in the toughest conditions.