Professional Values and Practice Book

It was "interesting" reading this book as a non-white teacher. To think critically about the ways in which racism can manifest itself both in and out of the classroom for White teachers was an exercise in both patience and, in some ways, empathy.

Marx lays out the beginnings of some great conversations that equip the reader (all readers) with tools to engage in some rather difficult talks about what equity in classrooms and for students of color actually looks like.

One compelling thought is the subtle way educators who operate with good intentions attempt to justify these moments of passive racism. However, what is scarier is how seldom such justifications, Marx would add, are met with critical questions and dialogue behind the true motivations--even subconscious--for them. Take for example, one scenario of a white teacher who frequently bumps students' grades to passing or never fails a student, even though he/she remarks often of how students do not have the requisite skills to complete work at the level at which it should be. There are complicating factors in this example, that Marx does not address with as much clarity as she does other aspects. Namely, what role do instructors play in correcting past injustices on the part of their student, particularly in the example provided? If said students have been socially promoted for years such that the skills and content have not been taught at all or taught well, what does an equitable classroom then look like knowing students of color have already been forcibly removed for years of fair and quality education? Isn't the grade inflation and failure to "fail" a student a mark of [White] guilt? A guilt then manifesting itself in a ways that are serving only to reinforce a churning out of young Black men and women who do not have the skills needed to do well or even compete fairly with their White counterparts...it looks like a never ending cycle.

Marx effectively argues that it is only through critical reflection of our practice as teachers that we will be equipped to confront the pervasive nature of problematic, racist, discriminatory thought that floods our schools. I will add that this book is more geared towards novice teachers or individuals who are thinking of entering the profession. More so, her language is often tailored to teachers entering the field in more urban contexts, but that does not mean the narratives and dialogue within the work cannot find its relevance to those who teach in more rural environments. Marx's blueprint is helpful and provides context for those who have been doing this for years, if for no other reason than to reflect on moments and times when we have overlooked these microaggressions for whatever reason.

It is hard work and the more I read works like Marx's it makes me think about leaving or, honestly, stepping away from the classroom. The sheer weight of remaining an advocate for students, particularly students of color, every single day, is at times a rather troubling weight with stark consequences should we as educators not remain cognizant of our duty and responsibilities. As such reading books like this make me question if I am informed and diligent enough in my own practice to effectively even attempt to be a part of this conversation.