The Locus of Authority: Our Time for Resistance
At the 100th anniversary annual convention for NCTE in Chicago this past weekend, I presented during a panel on the Council's century of leadership in the field of literacy—reading from the essay above by LaBrant and suggesting how she would have responded to the current calls for Common Core national standards, increased testing, intensified teacher accountability linked to those tests, and accelerating mandates driving teacher preparation and accreditation of colleges and departments of education.
I know from my work as the biographer of LaBrant that she was a powerful voice for the professionalism, scholarship, and autonomy of teachers—including herself and every teacher with whom she interacted. LaBrant, in fact, during the early 1930s when enrolled in her doctoral program at Northwestern University, faced pressure while teaching English to implement required reading lists, textbooks, and benchmark testing, all of which she knew to be flawed practices.
What did LaBrant do?
She fabricated lesson plans with her roommate, the foreign language teacher, and submitted them each week while practicing the pedagogy she embraced—student choice in what they read and wrote, holistic instruction and assessment of literacy. At the end of the year, LaBrant and her students (yes, in the early 1930s) faced end-of-course testing, and LaBrant's students received top scores. Consequently, she was praised by the principal in front of the entire faculty for her dedication to the prescribed policies.
This tension between bureaucratic mandates that seek to shift the locus of authority (consider Freire's distinction between "authoritarian" and "authoritative") away from the teacher and within the standards and tests designed and prescribed by the state is not entirely new (except for the intensity), but neither is the need for teachers to own their autonomy, their professionalism—to be that resistance.
Also at the most recent NCTE annual convention, a convention of celebration, Susan Ohanian, Stephen Krashen, Carol Mikoda, Bess Altwerger, Joanne Yatvin, and Richard J. Meyer proposed a resolution: NCTE will oppose common core standards and national tests.  This act of resistance, this act of teacher autonomy and professionalism resulted in what Catherine Gewertz in the Curriculum Matters blog at Education Week describes as: "The National Council of Teachers of English was asked by a group of its members to take a strong stand against the common standards, but it declined to do so."
This is a time when political leaders, the public, and national organizations have abdicated their moral obligation to create and maintain universal public education for all children as a sacred trust between a free people and the promise of democracy.
"This is not the time for the teacher of any language to follow the line of least resistance, to teach without the fullest possible knowledge of the implications of his medium."
 Revised resolution passed: Resolution Proposal to Support: No Confidence in United States Department of Education Secretary Arne Duncan
Freire, P. (2005). Teachers as cultural workers: Letters to those who dare to teach. Trans. D. Macedo, D. Koike, & A. Oliveira. Boulder, CO: Westview Press.
Freire, P. (1993). Pedagogy of the oppressed. New York: Continuum.
Freire, P. (1998). Pedagogy of freedom: Ethics, democracy, and civic courage. Trans. P. Clarke. Lanham, MD: Rowman and Littlefield Publishers, Inc.
LaBrant, L. (1947, January). Research in language. Elementary English, 24(1), 86-94.