ABSTRACT
I thought, in my ignorance, that I understood Black children, that I knew what they needed, and how to teach them, and I just really thought I was for all children and that I could make a diff erence…. I felt so overwhelmed by all the needs, I almost felt like, “I cannot do this. Th is is impossible.” But then I had to realize that if was going to be, it was up to me and if I truly believe that all kids can learn, then I was going to have to do the work and help my teachers buy into it or I needed to leave. So I decided I would give it the best fi ght of my life. (Hood, 2004, p. 78)
Th is quotation mirrors my life. All my life, I have been taught by elders in my family, community, and church that I have an obligation to others of my race to be a success and use the advantages gained to help other African Americans. In my professional career as fi rst a teacher, and later, a building level administrator, I have encountered many others who seem to embrace that expectation. Th e statement of the elementary school principal quoted above is an example of the shared level of passion for the fate of African American schoolchildren. Th e present climate of accountability focused on students of all demographic descriptions reaching equal academic standards provides a potentially supportive context for African American educators who are committed to seeing children of their race achieve. Gaining greater insight into the lived experiences of activist educators may build awareness of the potential aids and dilemmas they encountered, which could, in turn, build support and reduce perceptions of isolation for these educators.
