by David Lopez

I’m David Lopez, a Senior Technical Assistance Specialist with WestEd’s Culturally Responsive and Equitable Systems Team. My work revolves around creating equitable systems in education, supporting districts across the country as they strive to ensure all students, especially those from marginalized communities, receive the opportunities they deserve. This work is deeply personal to me, rooted in my upbringing in the Bronx and shaped by my experiences growing up as a Puerto Rican in America. Today, I want to share some thoughts on the transformative power of culturally responsive education and why this work is essential for the future of education.

The Roots of My Journey

Growing up in the Bronx, I often found myself pushing back against systems that seemed designed to marginalize people like me. My mother, who passed away a few years ago, was my earliest and most profound teacher in this regard. Despite the struggles we faced, from living in shelters to navigating welfare systems, she always insisted that we deserved dignity and respect. Her resilience and determination to stand up for herself and our family against systems that often sought to diminish us left an indelible mark on me.

This sense of pushing back against injustice followed me throughout my education. I remember moments in school where I instinctively resisted the authority of educators who seemed to misunderstand or underestimate me. It wasn’t until college that I began to understand the systemic nature of the oppression I had experienced. Studying Latino politics and systems of oppression helped me see the bigger picture. I realized that the challenges I faced were not just personal but part of a larger, intentional design that marginalized communities of color.

The Importance of Self-Reflection in Education

One of the key aspects of my work is helping educators reflect on their beliefs and how those beliefs shape their interactions with students. I often tell educators that policies, practices, and procedures alone won’t create equity. It’s the people behind those policies who make the difference. Without a deep examination of self, we risk perpetuating the same systems of oppression we claim to want to dismantle.

I’ve seen firsthand how culturally responsive education can transform classrooms and students’ lives. But to get there, educators must be willing to do the belief work. They need to interrogate why they hold certain expectations for some students and not others, why they may unconsciously hold lower expectations for Black and Brown children. This reflection is crucial to moving beyond surface-level changes and creating truly equitable learning environments.

The Challenges of This Work

Working in this field, I encounter a wide range of responses from educators. There are those who resist any talk of race and equity, often lumping everything under the misunderstood banner of “critical race theory.” But more insidious, in my opinion, are those who seem to be on board with the language of equity but weaponize it in ways that ultimately harm the very communities we’re trying to uplift. It’s one thing to oppose the work outright; it’s another to co-opt the language of equity without making meaningful changes in practice.

I’ve also had to contend with the nuances of my own identity in this work. As a light-skinned Puerto Rican, I know that my experience of race in America is different from that of my darker-skinned peers. I’ve walked into spaces where my racial identity is questioned, or where I’m mistaken for someone who shares the privileges of whiteness. It’s a constant process of self-reflection and understanding how I’m perceived in different contexts and how that shapes the work I do.

Finding Joy in the Work

Despite the challenges, there’s a tremendous amount of joy in this work. I’ve seen districts rewrite policies, eliminate punitive practices like library fines, and create more equitable systems that allow all students to thrive. I’ve heard from teachers who, after reflecting on their own practices, have transformed their relationships with students and seen incredible changes in their classrooms.

One of the most powerful lessons I’ve learned is that this work isn’t just about addressing oppression; it’s about creating joy. When we succeed in creating equitable systems, we open the door for all students to experience the joy of learning in an environment where they are valued and supported. That’s the ultimate goal—ensuring that every child, no matter their background, can experience the joy that comes with being seen, heard, and understood in their educational journey.

Looking Ahead

The future I envision is one where my job no longer exists—where equitable systems are the norm, not the exception. My goal is always to build the capacity of the educators and leaders I work with so that they no longer need someone like me to guide them. I want to work myself out of a job, not because the work is done, but because the systems have been fundamentally transformed.

Until then, I’ll continue to show up, push back, and do the work. I’ll continue to carry the lessons I learned from my mother and from my experiences growing up in the Bronx into every room I enter. And I’ll continue to believe in the power of culturally responsive education to change lives—not just for individual students, but for entire communities.

If you’re an educator or a leader in this space, I invite you to join me in this work. Reflect on your own beliefs, challenge the systems around you, and find joy in the process of creating a better, more equitable future for all students.