In response, I suggest an approach to urban education that benefits the two most significant parties in the traditional school—the student and the teacher—an approach to teaching and learning that not only considers what is right for students, but what makes the teacher most effective and fulfilled. This vision of teaching doesn’t hide the fact that challenges in urban education persist because of our collective investment in maintaining a system that is intent on forcing brilliance to silence itself and then dealing with the varied repercussions. Once educators recognize that they are biased
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