Schools in the United States have often been places where systemic, racialized inequities are maintained and reproduced while presumably being disrupted. This paradoxical legacy of schools as sites of inequity and possibility has been on full display during the COVID-19 pandemic and the increasingly visible pandemic of anti-Black racism punctuated by the murder of George Floyd. As the COVID pandemic becomes endemic, like anti-Blackness, we are being challenged to rethink what schools can and should do for young people and the kinds of teaching and learning that will get us there. The choices we make about educational standards, funding, curriculum, instruction, assessment, discipline, and so on, reveal not only our assumptions about what and how children should learn, but also who is capable and deserves to learn deeply and with dignity. In this talk, Dr. McKinney de Royston invites participants to take up a more expansive view of teaching and learning, to reflect upon their own “political clarity” as educators, and to consider what we, as educators, are teaching towards within schools and relative to our respective visions of how society could and should be.