Abstract
Two teacher-educators, who are also researchers and former secondary teachers, reflect on how joy and meaningful connection were central to the agentive work of youth in two classrooms. They argue that such humanizing approaches provide a path for transforming the racially inequitable status quo of education as we emerge from the pandemic.
Disclosure Statement
No potential conflict of interest was reported by the author(s).
Notes
1 In this section, Aimee utilizes the Latino & Latina terminology used by the SuperGroup members when referring to their identities.