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This paper examines the systems of power in schools and communities and the impact it has on student of color. I explore how the misuse and abuse of power act to shape the consciousness and identity of poor, urban, students of color, and the ways the technology, as an expression of a panopticon technique, acts to shape the phenomenological experience of place for students. Michel Foucault's (1977, 1983) work on power relations along with my personal experiences with the system of power are used to understand students of color's experience in spaces where there is the potential for an imbalance of power.  The paper addresses the moral obligations of educators to be aware of their power in relation to working with marginalized groups.

Understanding Students of Color and Power Relations Through Social and Community Inquiry