Coming to terms with the power of teaching.

Building a teaching force that reflects this country's demographics will not be easy, however, given that the conditions of work and the pervasiveness of whiteness are deterrents to prospective teachers of color (Carver-Thomas, 2018), and given that teacher preparation programs often only compound the problem. Jarvis Givens' (2021) close examination and illumination of the traditions of Black educators' practice offers a roadmap to practices that characterize liberatory education - what he terms "fugitive pedagogy." SOMEHOW, despite repeated failures and disappointments of past efforts to improve schools, and despite clear evidence of the persistent racism that underlies normative educational practice, optimism persists about the possibility of "reform" (Cuban, 2020; Mehta & Datnow, 2020). While teacher educators bemoaned their lack of impact on teachers' habits of "telling" and their views of knowledge as objective, they did not, in the main, try to disrupt the whiteness of normalized practice (Brown, 2014; Haddix, 2017; Love, 2019). [Extracted from the article]
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