Building Our Shared Humanity

José Luis Vilson presents a comprehensive examination of teacher identity and professional responsibility in contemporary education. He argues that teachers occupy multiple, often contradictory roles - simultaneously serving as healthcare workers, pseudo-parents, agents of the state, and political actors. Vilson challenges the notion that teachers are "just teachers," emphasizing that signing a teaching contract inevitably makes one a political agent representing institutional power structures.

Central to Vilson's argument is that effective teaching requires "shared humanity" - the capacity to see and affirm students' full human dignity rather than reducing them to test scores or behavioral metrics. He critiques current attacks on public education disguised as opposition to "critical race theory," arguing these represent deliberate assaults on educators' ability to build authentic relationships with students. Vilson emphasizes that teachers of color stay in the profession primarily for their students but leave due to systemic barriers, and calls for educators to build coalitions with peers, administrators, and communities around shared values of justice and equity.

"Teachers at any given moment are political. There's no separating the politics that allows us to be teachers from the role that we take on as teachers more generally."

"We are truly about this life... so many of the behaviors that we take on as teachers end up becoming part of our daily ritual."

"How can they trust you with their brains if they don't trust you with their hearts? That's a big deal."

‍

• Vilson argues that teachers are inherently political agents who represent state power. How does this perspective challenge common narratives about teacher professionalism and neutrality? What are the implications for educators who see themselves as "apolitical" or who work in communities that expect political neutrality from teachers?
• Vilson calls for teachers to build coalitions ("Squad is critical") while also emphasizing individual classroom practice. How might educators balance personal pedagogical autonomy with collective professional action? What are the challenges and benefits of values-driven teacher collaboration across ideological differences?
• The keynote concludes with a call for hope while simultaneously offering sharp critiques of educational inequity and political attacks on teachers. How do educators maintain hope and agency while acknowledging systemic constraints?