Survivance in Public Schools: Culturally Affirming and Sustaining Education through Authentic Community Engagement

Tuesday, May 7 | 4:30 – 6:30 pm PT


Join the Region 16 Comprehensive Center for another amazing discussion with scholars and practitioners from our region, who are actively engaged in engaging their families and communities in truly authentic and powerful ways.

In session three, “Survivance in Public Schools: Culturally Affirming and Sustaining Education through Authentic Community Engagement,” we will discuss the meaning of survivance, a term that is important yet often unfamiliar and misunderstood.

As leaders and scholars actively engaged in transforming the narrative about the families and communities they serve, our distinguished panelists will share their stories. These stories, rooted in survivance, will highlight the rich cultural legacies and vibrant contributions of courage and creativity within their communities. Stories that demonstrate how they have been working to actively shift power dynamics with education systems to create just schools across our region.

What to Expect

Our discussion will emphasize the values of hope, self-determination, and community strengths, and help us see how survivance counters the deficit framing by recognizing the achievements and potential of the communities and families we serve in our public schools. Our panelists will share their experiences and demonstrate how they have actively engaged their families and communities by establishing physical and cultural spaces in their schools that not only tell but also celebrate and honor stories of survivance.

You are invited not only to listen but to engage in thoughtful dialogue. These sessions are designed for deep reflection and interactive participation, encouraging you to explore your role in the critical work of systemic change.

Featured Panelists

Chelsea Craig

Chelsea Craig (Sqətalkw) is a member of the Tulalip Tribes. She has spent her life learning from elders, ancestors, and community. Chelsea is currently the Assistant Principal at Quil Ceda Tulalip Elementary and has served her community as an educator for 30 years. She’s a graduate of the University of Washington and is currently enrolled as a doctoral candidate for the Leadership for Learning Doctoral Program.

Dr. William Jackson

Dr. William Jackson is a visionary educational leader. He centers his “why” on the principles of justice, equity, access, and radical love. In his work as the Principal at Nathan Hale High School and an Adjunct Instructor at the University of Washington, he centers these values to result in more equitable outcomes for educators, students, and families. His exemplary leadership earned him the 2024 Washington State Secondary Principal of the Year award and national recognition by the National Association of Secondary School Principals as a nominee for the National Principal of the Year in 2025.

Student Panelists

  • Hiyab Negash is a senior (’24) at Nathan Hale High School.
  • Kamaya T.F. Craig (x̱washx̱waylia, Tulalip Tribes and Yakama Nation) is a senior (’24) at Tulalip Heritage High School.
  • Xavier Crews is a junior (’25) at Nathan Hale High School.


Dr. Anthony Craig is a Washington educator with a passion for developing systems that foster equitable educational outcomes. He is the director of the University of Washington College of Education’s Leadership for Learning (Ed.D.) program. Dr. Craig began his career as a kindergarten teacher and served as an instructional coach, school principal, and central office administrator all in the Tulalip Tribal community. Anthony is a citizen of the Yakama Nation and lives in Coast Salish territories with his wife, their children, and beloved grandson.

Session 3 Moderator and Panelists

Learn more about this virtual conversation series in our introductory blog post.

This is more than an invitation; it’s a call to action. Share this journey with your network and join a community of change-makers ready to reshape our education system. Together, let’s harness the power of hope, possibility, and action.

Published April 23, 2024

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