Development of theory is not politically neutral. Whom does the theory serve and why--that is the fundamental question. As educators, we should be considering and implementing ways (philosophy/actions) in which we can make our classroom equitable. Our students come to us with wide gaps in resources and expectations--this has an adverse impact on student thinking and performance. Therefore, how can we not be complacent and extend development and thinking of all our students?
One way to begin is by not looking at students as meeting a demographic criterion--Yes, NCLB led the way in dividing our classrooms into pockets of categories--we have perhaps stopped viewing students as individuals and more as how they can 'harm' the school's overall rating. With this thinking, we are no longer educating the child, but are rather moving the child to an acceptable column.
Students are not commodities--even if they 'slam' us in all the columns, they deserve a chance and an education.