Growing up in the New York City public school system as an Asian and Latina student, I have experienced firsthand the educational inequities rooted in systemic racism that marginalized students like myself continue to face. Despite these barriers, with the support and guidance of my educators, I’ve been able to advocate for ethnic studies in New York City and State school curriculum and have found affinity with other students of color. My efforts and experiences inspired me to explore how marginalized communities in New York City have historically fought not only for access to adequate education, but also for the power to shape an educational system that serves their children’s needs and affirms their identities. The Community Control Movement, which emerged in New York City in the late 1960s, fought for the right to create a system that nurtured critical thinking, restored dignity, and ensured that students of color were equipped to thrive in the face of systemic oppression. As the events that unfolded in resistance to the movement—namely, the 1968 New York City Teachers’ Strike—are centered in discussions on Community Control, I sought to uncover the truths aside from these dominant narratives. For my research, I began by exploring digitized books, historical papers, oral histories of educators and students, and newspaper articles documenting the movement. While there was abundant literature on efforts in Ocean Hill-Brownsville and East Harlem, two of the three neighborhoods where the movement was based, I discovered a dearth of information about the Two Bridges demonstration district.
I was drawn to further understand the Two Bridges Demonstration District as it was a predominantly Asian and Latino neighborhood, both of which identities I have affinity in and take pride in being a part. Yet, like other marginalized groups, Asian and Latino histories are continuously excluded from American school curricula. While some are vaguely familiar with histories of collective organizing like that of the Delano Grape Strike in California, local New York City histories of solidarity between these groups are rarely talked about. As such, I wanted to zero in on Two Bridges.
To inform my project, I conducted archival research at the Columbia Rare Manuscripts Library, and the Board of Education Records at the New York City Municipal Archives in Industry City. I combed through unorganized but invaluable documents that shed light on Community Control, but particularly the lesser known efforts in Two Bridges. These primary sources provided critical insights into the grassroots organizing and cross community collaboration that defined the movement, which I have integrated throughout this project. I’ve come to understand that the real power of the Community Control movement lay in the collective action and solidarity of marginalized communities who recognized that their fight for educational reform was inseparable from the broader struggle for racial justice. They took on the responsibility of ensuring their children would have access to an education that not only equipped them with knowledge but also affirmed their identities. Though their efforts were ultimately undermined by bureaucratic resistance, the legacy of the Community Control movement is an important one that we all have much to learn from.
I aim to convey the message that the fight for educational justice is not just about the right to access education, but also about the responsibility to shape an education system that uplifts and empowers future generations. I hope to inspire others, particularly other marginalized students, to see the potential for a more equitable future—in New York City and beyond.