ABSTRACT
This chapter frames the history, structures, and culture that define the quest for professional autonomy and then turn to Armando, Barbara, Christine, and Diana to learn more about how this quest is enacted across a variety of career pathways. A dimension of professional autonomy relates to competence, status, and respect in teaching generally, and urban teaching. Many educators and education researchers believe that classroom teachers-being closest to the students and knowing their talents, needs, and individual contexts-are the ones best positioned to make decisions related to teaching and learning. Armando intended a career in civil rights law in order to help people like those from his own working-class Latino community before shifting into education. Barbara's goal is to find a professional location from which she can confront what she considers to be bad education policy. Christine's first teaching placement was in a large, urban middle school. Christine's story raises several issues related to professional autonomy and urban teaching.
