In the introductory chapter, the author distinguishes between performativity and having an actual progressive narrative. This was introduced in a school context (high school named Robeson Justice Academy). Although this academy’s mission is to achieve racial equity in the school system, the author points out that some of their actions are not lining up with this mission. The school authorities are still punishing racial minorities at disproportional rate. This also reminds me of another school that I learned about in another class that was punishing elementary-level disabled students at much higher rates than non-disabled students. Although they claimed that they provided enough support for disabled students, their actions were not showing this. In addition, the disabled students that were the most punished were black students. This clearly shows that these kids were not getting the support they needed from the school staff. I thought this was really interesting and the problem is occurring in many different places. But in chapter 3, the teacher of the Spanish class was able to do things that enhanced inclusivity in the classroom despite possible challenges and differences between the students. I wonder what other approaches the academic institutions can take to improve inclusivity in the classroom, including disabilities.