Settling in modern-day East Oakland, which is ancestral land to the Huichin Ohlone, Dr. G.T. Reyes is a community-engaged scholar-artist-organizer. His work is grounded in the empowerment of young folks, teachers, school leaders, and cultural workers to value their ancestral traditions while radically imagining and building capacity to transform their own realities. As an Assistant Professor in the Educational Leadership for Social Justice program at California State University, East Bay, he recognizes and honors the native Yrgen Ohlone land where the city of Hayward settles upon while seeking to be an active part of cultivating a program that has liberatory potential and power. His approaches to educational leadership and critical research are rooted in critical & socio-cultural traditions that decenter Whiteness and Coloniality.
He has worked as a teacher and school leader in K-12 schooling, as an educator and organizational leader in youth development, and as a teacher education and teacher development scholar in higher education. Some of his work as a public intellectual and community-engaged scholar investigates Critical, Humanizing, Culturally, and Politically Determined pedagogies and teacher development; Principled, socioculturally-grounded, values-centered, purpose-driven educational leadership and organizational development; Participatory Action Research and problem of practice inquiry; Art, digital media, and Hip Hop as critical race counter-storytelling; Critical, anti-oppressive, and humanizing frameworks of social and emotional learning; and English Language Arts as liberatory education.
In addition to his work at Cal State East Bay, he is a founding school designer for the forthcoming Homies Empowerment Community High School, which aims to welcome "home" formerly incarcerated, gang-impacted/involved, and school-marginalized youth toward a vision of emancipation and self-determination. He completed his Post Doctoral Fellowship from Stanford University and his Ph.D. in Language, Literacy, Society, and Culture in Education at the University of California at Berkeley.
|Course #||Sec||Course Title||Days||From||To||Location||Campus||Textbook Info|
|EDLD 6550||03||School Site Ldrshp, Org Behav||TU||4:30PM||8:00PM||AE-0137||Hayward Campus||View Books|
|EDLD 6999||03||Issues in Educational Ldrshp||ARR||ARR||Hayward Campus||View Books|
|EDLD 8087||02||Dissertation Studies||TH||3:00PM||8:00PM||AE-0123||Hayward Campus||View Books|
Reyes, G. (2003). Finding the Poetic High: A guide for educators to start & sustain a community based after school Spoken Word Poetry Program. San Francisco: Institute of Social Justice and Education.
Reyes, G.T. (in press). You ain’t alone in this: Critical sense making and the process of becoming. Storytelling, Self, & Society. Wayne State University Press. Spring 2018.
Reyes, G.T., & Zermeño, B.P. (in press). Of course she will learn: A cultural pedagogy in bilingual transitional kindergarten with newcomer students. Multicultural Education. Caddo Gap Press. Spring 2018.
Reyes, G. (2006). Finding the poetic high: Building a spoken word poetry community and culture of creative, caring, and critical intellectuals. Multicultural Education Magazine. Cado Gap Press. Winter 2006.
Reyes, G. (2006). Shots fired In Oakland: Using hip hop to cultivate intellectual culture producers. California English. California Association of Teachers of English. November 2006.
Reyes, G. (2013). It is NOT what it is: A multidisciplinary approach to critical pedagogy, cultural production, and youth development in the Youth Roots program. In Chappell, S. V. & Faltis, C. J. (Eds.), The arts and emergent bilingual youth: Building critical, creative programs in school and community contexts. New York: Taylor and Francis.
Reyes, G. (2015). Examining high leverage instructional practices that support equitable use of performance assessment at Summit Public Schools. Stanford, CA: Stanford Center for Assessment, Learning, and Equity.
Manuscripts under Review
Reyes, G.T. (2018). Cross This Out: Reflections of Responding with a Pedagogy of Disruption and Healing. Rethinking Schools.
Lee, C., & Reyes, G.T. (2018). A Framework for Becoming: Engaging and developing critically conscious students in an ELA classroom. English Journal.
Reyes, G.T. (2017). Dangerous work in dangerous times: How the ESSA can catalyze equity by design. Journal of School Leadership.
Reyes G.T. (2018). Cross this out: Community mobilizing through a pedagogy of disruption and healing. Plenary keynote presented at Commission of Human Diversity Annual Conference, Kutztown, PA.
Reyes, G.T., & Lee, C (2018). Reclaiming humanity: A pedagogy of disruption and healing for teacher education and educational leadership. Symposium panel paper presented at California Chapter – National Association for Multicultural Education, San Francisco, CA.
Reyes, G.T. (2018). Re-education of the Filipino: Getting woke, getting lit(erate), getting dangerous. Symposium panel paper presented at Association of Asian American Studies, San Francisco, CA.
Reyes, G.T. (2018). Rhythms of resistance: Narratives of critical hope and transformational consciousness. Symposium panel paper presented at the American Educational Research Association Annual Meeting, New York, NY.
Reyes, G.T. (2017). Get woke, get lit(erate), get dangerous: Towards a critical, humanizing, & community-centered framework of school climate and culture. Plenary keynote presented at the Des Moines Public Schools Summit on School Climate and Culture, Des Moines, IA.
Reyes, G.T. (2017). Make it One Hunit: Get woke, get lit(erate), get dangerous. Plenary keynote presented at the Coalition of Schools Educating Boys of Color Annual Gathering, Austin, TX.
Reyes, G.T. (2017). Get dangerous: Towards the politically determined school. Symposium panel paper presented at the American Educational Research Association Annual Meeting, San Antonio, TX.
Reyes, G.T. (2016). It’s not whatever: Dangerous teacher development towards the “Politically Determined Pedagogue.” Symposium panel paper presented at the American Educational Research Association Annual Meeting, Washington D.C.
Reyes, G.T. (2015). It’s not whatever: Dangerous culturally responsive teacher development because our lives depend on it. Symposium panel paper presented at the 36th Annual Ethnography in Education Forum, Philadelphia, PA.
Reyes, G.T. (2013). It is not what it is: Fighting oppression by any medium necessary. Keynote presented at the Arts Based Educational Research (ABER) CIG Pre-conference meeting of the American Educational Research Association Annual Meeting, San Francisco, CA.
Reyes, G.T. (2012). By any medium necessary: Flippin’ the script to cultivate the public artivist. Symposium panel paper presented at the annual meeting of the American Educational Research Association Annual Meeting, Vancouver, BC, Canada.
Reyes, G.T. (2010). Digging deep to reach out: Youth roots critical youth cultivation. Symposium panel paper presented at the annual meeting of the American Educational Research Association Annual Meeting, Denver, CO.