ABSTRACT
At the beginning of this study I stated that I had two goals in mind: 1) to examine how critical schooling actors at OMS practiced complex systems of educational policies to better understand the effects of policy on everyday teaching and learning; and 2) to explore the ways race continues to work in US public schools and attempt through this text to unfix students of color from the overburdened discourses of urban identity to see them as educational agents on their own terms.
