In his Charles DeGarmo Lecture at the annual meeting of the Society of Professors of Education, Brian D. Schultz of Miami University challenges traditional views of curriculum and teacher preparation by urging educators to “teach in the cracks,” finding openings within rigid systems where authentic, justice-focused learning can flourish. Drawing from his work with fifth-grade students at Chicago’s Carr Community Academy, Schultz describes how those particular students created their own curriculum to address real community issues, including their campaign for a safer, better school building.

Through this experience, Schultz reframes curriculum theorizing as asking, “What’s worthwhile to know and do?” rather than following state or district mandates. He argues that teacher preparation programs should prepare educators to co-create meaningful learning experiences with students and to challenge deficit-based narratives about urban education. His work also connects classroom practice with broader efforts in educator professional development that emphasize social justice, student voice, and community engagement.

Schultz’s lecture shows how both teachers and students can act as change agents who push back against inequitable systems and make “spectacular things” happen in education.