ABSTRACT
Like my former students interpreting the sparkly clean-air penthouse of our last excursion together, my current students as future teachers have a sixth sense about inequities in the architecture of public education, as stemming both academically from a centered focus on research in their preparation for the career, as well as from an Honors level critical analysis of their lives in Chicago. Most of them have had a front-row seat of their own in urban classrooms. They know academically, personally, and professionally how to read the school district policies of our urban center for assertions of value, importance, and support. They know that these data point to one consistent argument about the intentionality, hegemony, and longevity of the colonial project. They know what it’s like to live inside it, and what it’s like to mitigate its violences.
