Ricardo Favela 50sc

Ricardo Favela

Ricardo Favela's activity stream


  • published Poder del Voto en Fallbrook 2019-02-23 15:12:10 -0800

    ¡APOYA EL MAXIMO PODER DEL VOTO LATINO EN FALLBROOK!

    PETICION AL CONCILIO EDUCATIVO DEL CONDADO DE SAN DIEGO REFERENTE AL MAPA Y PLAN POR DISTRITO DE PARTE DE EL CONCILIO DE ESCUELAS PRIMARIAS DE FALLBROOK

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    Estimados miembros del Concilio Educativo del Condado de San Diego,

    Nosotros los padres, miembros comunitarios y líderes de Fallbrook apoyamos el Mapa Comunitario Favela/Ortiz/Stamos y urgentemente recomendamos a los miembros del concilio educativo del Condado de San Diego que anulen la resolución pasada por la mesa directiva de las escuelas primarias de Fallbrook (FUESD) el 4 de febrero del 2019 que adoptaría Mapa 103 y su secuencia de elecciones por los siguientes motivos:

    1) El Mapa Comunitario Favela/Ortiz/Stamos (F/O/S) refleja más precisamente la diversidad de nuestras respectivas comunidades de interés y finalmente permitirá que los vecindarios Latinos, tradicionalmente excluidos (35% de la total población, 61.6% de los alumnos), elijan un candidato o candidatos de su preferencia y así remediar la Ley de Derechos Electorales de California (CVRA) para el año 2020.

    2) En un distrito escolar donde más de la mitad del porcentaje de alumnos vienen de hogares principalmente Latinos, el mapa comunitario F/O/S es el mapa con el mayor porcentaje de ciudadanos Latinos elegibles para votar en comparación al mapa 103  adoptado por FUESD.

    3) El Mapa Comunitario F/O/S verdaderamente representa a las comunidades de interés más auténticamente,  respetando a límites de vecindarios, el criterio de compacidad, y fortalece el voto Latino. Mientras tanto Mapa 103 divide a vecindarios de la porción sur del centro de Fallbrook y añade una esquina noreste que no tiene a demográficas similares.

    4) Creemos que la adaptación de Mapa 103 le da más importancia a los comisarios actuales que a la comunidad Latina, viola el CVRA  retrasando la remediación hasta el año 2022 y posiblemente más en el futuro. Para su referencia incorporamos todo testimonio oral proveído por la comunidad de Fallbrook durante los últimos dos (2) meses en apoyo del Mapa Comunitario F/O/S durante el proceso de remediar Ley de Derechos Electorales de California (CVRA). También incorporamos para su referencia la carta escrita por El Fondo de Defensa de Educación Legal México-Americano (MALDEF), la correspondencia entre Kevin Shenkman y el consejero general de FUESD, Daniel Shinoff, cual provee información adicional referente a nuestra comunidad de interés y los motivos por los cuales nos oponemos a Mapa 103.

    Respetuosamente y con urgencia pedimos al  Comité del Concilio Educativo de San Diego que escuche a la comunidad de Fallbrook y adopte el Mapa Comunitario Favela/Ortiz/Stamos creado por la comunidad, para la comunidad y con el mejor interés en mente para los niños y niñas de Fallbrook.

    Gracias!

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  • Support Maximum Latin@ Voting Power in Fallbrook Elementary School Board Elections!

    PETITION TO THE SAN DIEGO COUNTY BOARD OF EDUCATION REGARDING THE FALLBROOK UNION ELEMENTARY SCHOOL DISTRICT’S BY-DISTRICT ELECTIONS MAP AND PLAN

    Haz clíq para version en español. Favor de firmar solamente una petición.

    36 signatures

    Dear Members of the San Diego County Board of Education,

    We, parents, community members and leaders in Fallbrook support the Favela/Ortiz/Stamos Community Map and strongly urge board members to override the resolution passed by the FUESD Governing Board on February 4, 2019 to adopt Map 103 and its election sequence for the following reasons:

    1. The Favela/Ortiz/Stamos (F/O/S) Community Map best reflects the diversity of our respective communities of interests and will finally allow traditionally neglected Latino neighborhoods (35% of total population, 61.6% of student population) to elect a candidate or candidates of their choice and remedy the California Voting Rights Act (CVRA) violation in 2020.

    2. In a school district with over half of the student population coming from Latino homes, the F/O/S Community Map is the map that has a higher percentage of Latino citizens of voting age than the FUESD’s adopted Map 103.

    3. The F/O/S map represents true communities of interests more authentically, best respects neighborhood boundaries and criteria of compactness, and strengthens the Latino vote, while Map 103 cuts off neighborhoods in the southern portion of downtown Fallbrook and adds a northeastern corner that does not have similar demographics.

    4. We believe that adopting Map 103, which favors the current trustees above the interests of the Latino community, violates the CVRA, delaying a remedy until 2022 and potentially even further into the future. We incorporate by reference all of the oral testimony provided during the last two (2) months by the Fallbrook community in support of the F/O/S Community Map during the California Voting Rights Act (CVRA) process in Fallbrook. We also incorporate by reference the letter by the Mexican American Legal Defense Education Fund, communication between attorney of record Kevin Shenkman and FUESD’s general counsel, Daniel Shinoff, which provides additional information regarding our communities of interests and the reasons why we oppose Map 103. We respectfully urge the members of the San Diego County Board of Education to listen to the Fallbrook community and adopt the Favela/Ortiz/Stamos Community Map, created by the community, for the community, and in the best interests of our children.

    Thank you!

    View interactive maps with census breakdown.

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  • published About Us 2019-11-04 15:01:45 -0800

    Universidad Popular: Teaching & Learning Together

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    Nuestra Historia

    Universidad Popular was brought to life by a group of community
    leaders and educators in collaboration with Latinos y Latinas en
    Acción in the City Heights neighborhood with the mission of providing
    a space where Latino and Latina immigrants could convene and learn.
    The program expanded into North County where it has flourished and
    continues to grow.

    Universidad Popular offers programs throughout North County with the
    intent of capturing community knowledge and fostering appreciation for
    traditional know-how while strengthening family and community
    cohesion. Specifically, we are bringing families together for communal
    learning where elders share wisdom about healing, crafts, farming,
    cooking, writing, etc. and youth teach technology, physical activity,
    multimedia, etc. The goal is to teach living skills and to learn from
    each other. For us, it is about building self-reliance in a unique
    multi-generational setting and to facilitate hands-on learning
    experiences.

    Universidad Popular uses popular education pedagogy; it presents the
    material through a culturally appropriate and responsive lens in
    English, Spanish and bilingual formats, which resonate with
    participants’ histories and lived experiences. We employ Paulo
    Freire’s (1970) approach of dialectic interchange and kinesthetic
    learning. An essential element to the model is of empowerment and
    connecting students’ learning with their role in creating positive
    social change.

    Universidad Popular builds on a resilient tradition of resistance
    known as educación popular or popular education, meaning education of
    the people. This model of education is most commonly known as a
    liberating pedagogy through which an individual becomes aware of his
    or her personal experiences and how these experiences are connected to
    the larger society.


    We cultivate ...

    1. Human Right to Education. Provide Academic enrichment to improve
    academic learning in the areas of literature, history, political
    science, cultural studies, sociology, and criminal justice.

    2. Democratic and Social Justice Values. Provide Civic Education to
    increase civic knowledge and actual participation in community
    affairs.

    3. Human Right to Cultural Life. Provide Cultural Studies, focused on
    Chicana and Chicano Studies and Ethnic Studies to strengthen cultural
    identity and social cohesion.

    4. Human Right to Wellness and a Healthy Environment. Increase
    awareness of the connection between health and our environment.

    5. Human Right to Work and Economic Justice. Provide Career
    development and employment readiness to increase preparation for
    employment in 21st century, awareness of vocational and college
    opportunities and success of employability.