ABSTRACT
What Maxine Greene described in 1988as "present demands and prescriptions" became the No Child Left Behind (NCLB) Act. Teachers and administrators throughout the United States implement various strategies to comply with a new, demanding, and prescriptive education code. Greene's reference to breathing doubtless is metaphoric for teachers who gasp to provide a comprehensive, engaging curriculum, while attending to test preparation and under renewed scrutiny and threat of sanction. But the reference can also be literal for asthmatic children or for schools with toxic materials in and around them.' As authors such as Jonathan Kozol have long reminded us, the healthfulness of school buildings and neighborhoods often represent the worst savage inequalities in public schools.'
charged with the preparation of future citizens, we need to account for students' holistic well-being, as well as their test scores, and need to define school success by affective engagement, democratic participation, and citizenship, as well as by basic reading and math skills.
