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Chicago, Ill.—Jamila had never officially been my student.

In September 2017, she had marched into my classroom because she wanted to meet “the new Black English teacher,” a rarity at my school, where the staff is predominately white, despite being on the South Side of Chicago in one of its “toughest” neighborhoods.

In my mind, she was ready for college. At the age of 16, she was already adept at making jokes about “toxic masculinity,” and already had a catalogue of her favorite Black feminist poets. Over the course of the next three years, she and I held several discussions about family, her future, race, gender, and writing.

She was intentional about performing her existence as an act of defiance. She opted for bold short haircuts, wore oversize thrift store clothes, and was popular in school for her slam poetry. She was the type of student who gave you hope for the future. She was charming and bombastic, with a voice that you could hear long before you saw her.

And it’s beautiful to see a child grow via her relationship to art. In the 10th grade, she just wanted to share her poetry. Now in her senior year, she talked about the intention of her poems. These intentions began to bleed into her own decision making. Decisions like choosing to stay at home for college rather than going away. Or choosing whether to accept her mom’s discomfort with her gender performance. Once an angsty teenager full of complaints, she was growing into an assertive adult who made adult decisions. Like many teachers, I wanted to see her growth as a reflection of my own energy and attention as well. I felt that seeing her walk across the stage would be a culminating moment.

I didn’t imagine my last time seeing her would be in June of 2020—she, riding alongside her mom in a small, bare brown car; me, masked, distant on the sidewalk alongside other teachers cheering at the car-parade graduation. Covid had led to Chicago Public Schools ’officially closing in mid-March, so it had been approximately three months since I had last heard from her, and in a rush of excitement I ran toward the car, thinking to myself that an “air high five” would be the best I could offer at that moment.

As I got midway to the car, her mother’s smiling face dissolved into a frown, and sense swarmed back into my brain. Why would you run toward the car during Covid? Of course, Mom doesn’t know you were just gonna give an air high five. I halted and threw my palms in the air, in a gesture that was now equal parts high five and surrender. Jamila threw hers up as well and smiled. I retreated to the sidewalk to continue cheering on the other graduating students. The brown car moved on.

It was gorgeous outside. It was the type of sunny that makes you aware of the silhouettes of the trees against the concrete. Despite being prepared to be sad, I found the car graduation to be a beautiful moment of innovation. Cars in procession, most accented with maroon and gold balloons and paint, or Class of 2020, or my students’ names spiraling along the windows. Amid the noise of celebration, my students looked out from the car windows, popped up through sunroofs, rode on the back of pickup trucks. What I had thought would be a bland substitute was a rather regal event. My students had turned their cars into chariots. Some soaked the moment in fully, with their shoulders erect, their hair flapping in the wind.

I left the graduation early. My car was parked on a crowded street, and I didn’t want to be trapped when the procession finished. Inwardly I was embarrassed for my impulse, since there’s no room to be impulsive during a pandemic. When everything stops rather than finishes, you have no choice but to be intentional.

This month, Chicago Public Schools rolled back its idea of a “hybrid” model of schooling, a concept that had been initially announced with a tone of certainty that anyone actually working within CPS knew not to trust. In that model, students would’ve spent part of their time in remote learning and part of their time at school, with parents able to opt out of in-person learning altogether. I wonder about what exactly would have been hybridized, since this model would’ve had my time split between a computer screen and an ill-ventilated building, with students split six feet apart, with split resources, and split investment. And despite CPS’s deciding to go fully remote beginning September 8, because of the lack of clear direction I still feel split, like I’m still alone midway in that street between a frowning face and cheering.

I start every year teaching a unit on dystopia, where the joy is meant to be found in realizing how dystopic our society really is. The irony is palpable in this moment. In fictional dystopias, however, clarity is abundant. There is a clear social ill that plagues society, a clear sense of past and present, a clear enemy; and it’s clear when the revolution needs to happen. There is a beginning and an end. In a real-life dystopia, no one really has the answers, so there are no real endings or beginnings. Just a procession of limbos. In a real-life dystopia, apocalypse still hits, and sometimes it comes in a familiar form: an explosion, a natural disaster, or a revolution. Sometimes, the apocalypse is just an air high five instead of a hug. Nevertheless, you have to keep going.

I set up my new makeshift workspace in the corner of my living room. It consists of a small circular table sitting by the largest windows in the house. I prepare for the year. I think of my students. I reflect on what I want to do differently. I flirt with the idea of starting a YouTube channel. I brainstorm how to teach a novel over the computer. I groan at work e-mails. I worry, and then I don’t. And when I remember, I take a deep breath.

Scenes From a Pandemic is a collaboration between The Nation and Kopkind, a living memorial to radical journalist Andrew Kopkind, who from 1982–94 was the magazine’s chief political writer and analyst. This series of dispatches from Kopkind’s far-flung network of participants, advisers, guests, and friends is edited by Nation contributor and Kopkind program director JoAnn Wypijewski, and appears weekly on thenation.com and kopkind.org.