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We cannot enrich the minds of our students by testing them on texts that purposely ignore their hearts. By doing so, we are withholding from our neediest students any reason to read at all. We are teaching them that words do not dazzle but confound. We may succeed in raising test scores by relying on these methods, but we will fail to teach them that reading can be transformative and that it belongs to them.

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Gender crucially influenced the occupation of teaching, job satisfaction, union militancy, and attitudes toward reform. With two-thirds of the teaching workforce female, teacher unionism was firmly located in the context of women’s works and women’s struggles to enhance the status and rewards of teaching.

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…the very feminized status of teaching has also led feminist scholars to ignore teachers, choosing instead to focus on ‘groundbreaking’ occupations such as law, social work, and higher education, all of which employed far fewer women, and women who were far more privileged, than elementary and secondary school teaching.

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I have recently argued that the one useful response to today’s teacher shortage is to expand sites of recruitment to places as yet untouched by teacher recruitment drives: state prisons, homeless shelters, gay bars, and blighted urban neighborhoods. At first I made this suggestion ironically, but as I had time to reflect on the challenges we face in recruiting teachers committed to social change rather than in reproducing the status quo, I have come to consider this strategy more seriously. If we are trying to shift our system of public education away from its role as a reproducer of social inequities, then we need teachers who are willing to challenge the status quo. Better yet, we need teachers with experience in challenging the status quo. Those who survive on the margins of society acquire an intense experience of being the outsider. These outlaws and social misfits may be more likely to advocate for the radical transformation of ideologies and for the dramatic restructuring of systems of education than are the traditional pool of people whom we cycle through teacher preparation programs.

What would our schools look like if their faculties were comprised of ex-cons, queers, and street people? How might the life chances of all children be different were there more welfare mothers working as elementary educators? If we filled our classrooms with people with heightened experiences of resisting and countering abuse, victimization, marginalization, and approbation, would we succeed at moving school closer to our social justice aims than if we continued to hire all the Miss Jean Brodys and Jaime Escalantes of the world?