To reiterate, a progressive lens is distinct from the progressive principles advocated by scholars such as Banks (2006), Cochran-Smith (2004), Freire (2001), and Giroux (2001).
The objective in this article, of representing the purposefulness of the practice of certain teachers of color that is obscured by a progressive lens, emerged from the analysis of the data.
However, her use of the word is also distinct from its progressive lens usage by stressing the importance of mastering the culture of power to exercise freedom.
Her position is also distinct from perspectives that employ a progressive lens, as evidenced below, in that she stresses her responsibility as an African American teacher and the responsibility of her students of color and their families to ensure that they access the culture of power to address social inequities and injustices.
When explained in isolation, such practices by Veronica might elicit critique from educators who view her through a progressive lens for not taking students' situations into account or for devaluing a student's effort by publically disposing of his or her work.
Through a progressive lens, giving a student time to reflect either in a physically or socially excluded space might be seen as professional and as contributing to the student's ability to engage productively with the community in the future.
This perspective again runs counter to a progressive lens position that such force or drill sergeant characteristics alienate students.
In the excerpts above, a progressive lens can obscure the depth of Veronica's commitment to the community by focusing on her language about the need for teachers to be "forceful" or like a "drill sergeant.
There are undoubtedly exemplary teachers of color who embody progressive principles in ways that will be recognized by other educators who view them through a progressive lens.
As suggested by Veronica's story of the new teacher at her school, many educators who prioritize participation and student voice through a progressive lens often fail to stay in urban schools for extended periods and fail to create learning environments where students develop mastery over gatekeeping knowledge.