ABSTRACT
This essay considers school and external factors that influenced a teacher’s decision to pass a high school student, thus allowing him to graduate high school. I explore my role in understanding and then enacting change within the classroom. This article prompts educators to self-reflect on their positionality, moral decision-making, and culturally relevant pedagogies to address inequities within their institutions. This self-study is example of research that informs teachers about the complexities of ethical and moral decision making in the classroom.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Notes
1. This is a pseudonym for the school district.
2. All names are pseudonyms.