This essay unfolds through a series of juxtapositions, involving storytelling and writing of a more analytical nature. In thinking about what I "know" as an English teacher, my aim has been to present my ideas in a form that might do justice to the contradictions and complexities of my professional life, including my continuing efforts to negotiate a pathway between the rich particularities of the educational settings in which I have worked and my knowledge and values as an English teacher. My primary focus is on how my literary education has shaped and been shaped by my work as an English teacher "vis-à-vis" a devaluing of teachers' disciplinary knowledge that has occurred through standards-based reforms. I attempt to make the standpoint from which I am writing an object of scrutiny, thus producing an account of what I "know" that arises out of my work as an English teacher and returns to it as a necessary dimension of a politically committed praxis.