ABSTRACT
In order to act with integrity and to be answerable to learners, teachers must focus on futurity, which requires belief in engagement as an ongoing struggle. We must trust young people and doubt those in power, and we must demonstrate faith that the construction of a more just world is possible. To do this, educators must traverse dual paths, embracing an internal conflict that we must embody by approaching our work through two lenses: critical compliance and reflective resistance. That is, we can be both agents of the state and agents of change by examining professional dilemmas and considering these possibilities. Teachers can comply with mandates necessary for students to earn credentials, but they can comply critically rather than silently, amplifying unjust circumstances alongside students. Similarly, when conditions allow, teachers can resist unjust policies, but do so thoughtfully, collectively and publicly. If wise and caring teachers lose their jobs on principle, their replacements may well contribute to increasing educational inequalities. Public pedagogies are essential to lift shrouds of secrecy and opacity that enable injustices to be perpetuated. These paths enable educators to avoid dichotomous paths and embrace futurity, so that today’s learners are prepared and positioned to build a more just and equitable tomorrow.
