Artists

Many organizations focused on art and social justice say they’re driven by this work and operate to achieve “justice,” but we firmly believe that there’s a huge difference in solely presenting and creating work that touches on social issues, and doing that work authentically and respectfully, with those most impacted at the center. Very few organizations do the latter. For us, this means critically moving as a whole (artists, administrators, participants, etc.) towards building an analysis that is centered on those most affected and then clearly articulating a position that roots this work. Our team is composed of individuals doing this work in a respectful, reciprocal and non-extractive method.

DIRECTOR / Co-Creative director

Joel Garcia

Joel Garcia (Huichol) is an artist, arts administrator, educator, and cultural organizer with 20+ years of experience working transnationally on community-centered strategies. His approach is rooted in Indigenous-based forms of dialoguing and decision-making (non-hierarchical) that uplift non-institutional expertise. Joel uses art and organizing to raise awareness of issues facing underserved communities, inner-city youth, and other targeted populations. His art explores healing and reconciliation, as well as memory and place garnering national press in publications such as the LA Times, New Yorker, and Artforum among others.

He’s a current Stanton Fellow and former fellow of Monument Lab ('19 and '22), and a co-facilitator of the Intercultural Leadership Institute ('21-'23) which proposes to hold space for cultural production outside of white supremacist frameworks. He served as Co-Director at Self Help Graphics & Art (‘10-’18).

Artist / Cultural worker apprentice

River Tikwi Garza

River Tikwi Garza is an interdisciplinary visual artist of Native American (Tongva) and Mexican descent. He is a member of the Ti'at Society—a group dedicated to traditional Indigenous maritime culture, and his work draws inspiration from this cultural background as well as graffiti, Mexican and low-rider culture. Through painting, muralism, and mixed-media works, his artwork often deals with issues around identity, memory, tradition, and a quest for what he describes as visual sovereignty (in response to his tribe's lack of federal recognition). His work has recently been shown at the Fowler Museum at UCLA, the Fullerton Museum Center, Descanso Gardens, and the Soul Center for the Arts in Genoa, Italy.

ARTIST / FORMER Co-Creative director / Mentor

Kimberly Robertson

Kimberly Robertson is a citizen of the Muscogee (Creek) Nation, an Associate Professor of American Indian Studies at California State University, Long Beach, and an artist. Her scholarship and creative practices center Native feminisms, the sexual and gendered violence of settler colonialism, ceremony, storytelling, decolonization, and Indigenous futurities. She has published in journals such as Decolonization: Indigeneity, Education, and Society and Wicazo Sa Review, as well as peer-reviewed anthologies such as Otherwise Worlds: Against Settler Colonialism and Anti-Blackness and Keetsahnak: Our Missing and Murdered Indigenous Sisters. Her creative practices currently include screen printing, collage, beadwork, installation art, and zine-making. Her artworks have been exhibited in numerous community, university, public, and private galleries as well as peer-reviewed monographs and anthologies. She is also an active member of the Los Angeles Indian community and facilitates beading circles and art-making workshops both locally and nationally.

Program Manager / Artist / Cultural worker apprentice

Kenneth Lopez

Kenneth Lopez began his journey in artivism via an internship at Self Help Graphics & Art that was supported by the Right Way Foundation. In this capacity, and through his later work as an assistant to the co-director at SHG, he learned and employed healing-centered approaches to building communities and youth empowerment. He commanded a leadership position in the Barrio Mobile Arts Studio at SHG and became a key member of the Invest in Youth Campaign of the California Endowment’s Building Healthy Communities. He is an exemplary model of what’s possible for marginalized youth in Los Angeles. Kenneth participated in the National Compadres Network’s Circle Keeper Training which he successfully completed. He also led the week-long screen-printing workshops, engaging hundreds of students during the Los Angeles County Mental Health Department’s We Rise music & art festival building awareness around mental health.

Artist

Kelly Caballero

Kelly Caballero is a California-based actress, traditional basket weaver, and singer-songwriter who uses her urban-Indigenous upbringing to inspire songs and stories of life, love and resistance. Tongva, Yaqui and Spanish, Kelly’s cultural background allows for a unique and fresh perspective that results in a natural and soulful sound. She performs in all SoCal cities and often lends her voice and time to speak for and support Indigenous communities and their work to preserve sacred cultural sites. Additionally, she serves as an apprentice to Grandma Gloria Arellanes, a Tongva elder.

Artist / Cultural worker apprentice

Marina Perez

Marina Perez is a second-generation Xicana, and a graduate of California State University Northridge, where she received her B.A. in Child Development with an emphasis on Early Childhood Education. As a formerly incarcerated youth, poet and digital illustrator, Marina’s body of work includes community and digital advocacy promoting body positivity, decolonization, radical healing, and trauma-sensitive services for at-risk youth in Los Angeles. Marina served as an art instructor for the Arts for Incarcerated Youth Network and is currently enrolled at UCLA’s American Indian Studies Masters Program where she will study the impacts of mass incarceration in Los Angeles beginning with the California Missions and its effects on the Tongva, Chumash, Acjachemen and how these projects continue affecting youth today.

Artist / Cultural worker apprenticE

Gabriella Claro

Gabriella "Gabby" Claro is a 21-year-old artist from South Central Los Angeles and creates paintings and screenprints with a focus on spreading empowerment for womxn and positivity through her art. Gabby was awarded the inaugural Teen Youth Award in 2018 by The California Endowment for her work with the Building Healthy Communities - Boyle Heights initiative focusing on urging Los Angeles City officials to establish a Youth Development Department for the city. This past summer Gabby participated in a Youth Delegation to Wanblee, South Dakota to connect with youth exchange skills from screen-printing, horse training, and Lakota story-telling among other mediums.

Artist / Cultural worker apprentice

Isidro Sesmas

Isidro “Ishi’Dro” Sesmas: A 22 year old, first generation Cal State University student studying English. Sesmas’ intended graduation date is Spring 2020 with a BA in English to pursue his dream of becoming a teacher. In September 2019, Isidro received the CSU Trustees award—according to the program’s description: “The CSU Trustees’ Award for Outstanding Achievement is a merit based award to recognize CSU students who have overcome adversity, have demonstrable financial need, and attributes of merit including superior academic performance, significant personal achievements, and exemplary community service” (https://www2.calstate.edu/csu-trustee-awards). Over the course of Isidro’s educational endeavor, he maintains a 3.7 GPA while overcoming battles against homelessness, abuse, and trauma. Fortunately, his artivism became a means to heal and share his experiences with people who struggle with adversity. During his time as an undergrad, Isidro has worked in community projects with multiple groups including Meztli Projects to promote community wellness and healing through creative processes. His pursuits outside of school and community work focuses on art, music, photography, and/or recording videos to discuss “self love.” His intention is to be the person he always needed growing up. Consequently, he aims to merge these practices into his own pedagogy to revolutionize “standard k-12 education.” His insight on how to approach “underrepresented communities” will make his classroom a safe space designated to heal/deconstruct the effects of colonialism.