In this rich and expansive dialogue, Dr. Sohn A. Butts sits with educator, scholar, and thought partner Dr. Keith Brooks to examine deficit thinking and its origins, how it shows up in schools, and why it continues to undermine marginalized students and communities. Drawing from his upbringing in South Central Los Angeles and a pivotal awakening through a Stanford summer program, Dr. Brooks reflects on the moment he realized that brilliance and “cool” are not mutually exclusive, a revelation that shaped his multigenerational career in teaching and leadership.

The conversation unpacks how deficit-based language subtly permeates education: from curriculum that erases Black and Brown brilliance to school-family communications that only surface in moments of trouble. Dr. Brooks challenges the harmful label “at risk,” advocating instead for “at promise”, but emphasizes that true change requires at-promise practices, including intentional instruction, equitable systems, and high expectations that reflect genuine belief in students’ potential.

Dr. Brooks also critiques systemic scarcity thinking, connecting it to inequitable funding, resistance to reform, and the national disinvestment in education, even as other countries prioritize collective advancement. He calls educators to deep internal work, reflection, metacognition, ongoing learning, and collaboration with other truth-tellers, grounding his insights in historical context, highlighting how Black educational excellence has repeatedly been met with resistance and erasure. Closing with a resonant charge, Dr. Brooks urges educators to do no harm, understand context before intervening, and equip students with tools to think critically, discern wisely, and navigate the challenges they will face.