Early in my teaching career, I sat in a meeting at my public school district; projected up front was a colorful graphic with the word “equity” placed at the very center. It was the conceptual cornerstone and guide star of this governmental entity—justifying and affecting every one of its policies, practices, curricular decisions, even down to the organization of classroom desks (rows were said to create a hegemonic power struc­ture wherein the teacher is oppressor and the student is oppressed). In the past decades, American education has undergone a fundamental shift in its telos, replacing achievement, equality, and merit as foun­dational ideals with this notion of equity, and, until very recently, few have stopped to question the goodness or rightness of this transformation…