Meyer

     Despite a richly diverse sample (Johnson would be pleased), each of whom in interviews, "Spoke of a personal commitment to challenging bias in the classroom" (20), and an admission that, "...school culture is much more likely to determine and support what it is that students, teachers, and others say and do than is the formal management system," (17) Meyer ultimately concludes that the safe, positive learning environments for which she and her subjects advocate are inconceivable without the advocacy and involvement of, "school leaders" who "initiate a whole-school process that would transform the formal and informal structures of the school" (21).

   After the cacophonous din from non-training complaints, bullying-plan-implementation professional development seminars, and CYA speeches has subsided, teachers are still left to wrestle with this issue of how best to meister their own burgers in the face of hurtful teenage ignorance.  And, in the case of her six subjects, to do so with little or no (actual or perceived) administrative support.  Because it is brought up during a dark time in the paper, the telling line she writes on page 12 in reference to just how much power one of the aforementioned "school leaders" can have on building climate, seems foreboding.  But, when she avers that, "A Principal's priorities and attitudes towards issues permeate the school and shape the culture," she is really writing toward hope.  And, when taken in tandem with the final line of the article, the two make for a powerful call to action for those looking for the so what now...?  in this week's reading.  We can be forgiven for missing it, however.

So,
Fact: teachers need to be everything to everybody, and still get all the paperwork in on time (9).
Fact: teachers care deeply about combating the hegemony of heteronormative patriarchy.
Fact: "...sexual and homophobic harassment are accepted parts of of school culture" (2).
Fact: teachers who intervene are led primarily by their own sense of justice based on  self-experience (17).
Fact: school culture reflects the attitudes of those in power.
Fact: administrators are not the only "school leaders."
Fact: should faculty challenge the school stance, they will be subjected to punitive scheduling consequences.
Fact: if teachers, "...addressed the macro structures of the school," things might change (10).
Fact: teachers feel vulnerable & powerless when addressing these issues, even inside their classrooms (17).
So...
Fact: teachers do what they can, where they can, with what they can.
Because...
Fact: teachers need to be everything to everybody, and still get all the paperwork in on time (9).

     But, if it's possible to act without impunity to influence the school leaders, then, to use Meyer's word, this kind of sagacity has the power to "transform" our schools into places of understanding.  Possibly, even, to push them beyond the kind of grade-acquisition institutions against which Michael Wesch railed last week.     

    A little Nas to help us keep our chins up - all of us.  "I Can."

Also: ran across this.  Would be interested to hear from anyone who's seen the show...