When policies introduce a problem into discourse, they are often shrouded in spectacle to convey a sense of virtuous intent and urgency about the constructed problem. An example of this process is found in the defense of the “Florida way of life,” which is leveraged to legitimize the education legislative agenda imposed by the DeSantis administration. By treating these policies as curriculum and the spectacles the administration manufactures as pedagogy, we reveal a dangerous political agenda that seeks to fundamentally disrupt liberal democracy. By manipulating imagery, employing potent binary rhetoric, and consistently focusing on culturally divisive issues during policy formulation, Governor DeSantis and his administration have instructed Floridians about who and what to fear, how to fear it, why to fear it, and how to reproduce sanctioned narratives about these issues.
This address explores the connection between education, personal identity, and community through the lens of personalism. I assert that education is deeply personal and challenge the notion of objectivity that marginalizes agency. By centering relationships and mutual responsibility, we can promote an educational paradigm where joy, contribution, and human flourishing thrive. Grounded in concepts like eudaimonia and contributive ethics, a shift in education emphasizing belonging, community, and justice becomes a powerful possibility. I envision subversive communities that challenge oppressive systems and create space for meaningful, joyful learning.
We bring you Volume 27 in a time of transition, both for the journal and for the practice of academic writing more broadly. This volume marks the end of our relationship with our long-time publisher Information Age Publishing and the beginning of a new relationship with Oklahoma State University. With this change in publisher comes a shift to a completely open-access, online model (and, we are delighted to add, DOIs!), broadening our potential audience from scholars with institutional access to scholars and practitioners across the globe.
In this paper, we explore the transformative potential of equity-driven partnerships between Black and white women educators in addressing systemic inequities in education. By centering representation, counterstories, and collaborative strategies, we highlight how diverse voices enrich curriculum design, teaching practices, and professional development. Drawing on personal narratives and scholarly research, we underscore the importance of reclaiming marginalized perspectives to create inclusive learning environments that empower students and educators and foster justice-oriented, transformative educational spaces.
Algebra forms the foundation for higher mathematics and is a key component of K–12 education. Most students struggle to conceptualize and apply algebraic principles, which leads to misconceptions that hinder their mathematical progress. This conceptual study reviews algebraic misconceptions about variables and equality signs and presents potential interventions aimed at supporting students in developing accurate conceptual understanding. This conceptual study underscores the need for continued innovative strategies in mathematics education to support learners in achieving algebraic proficiency.
Teacher shortages have led many districts to hire preservice teachers. Using narrative inquiry, this study examines the experiences of preservice teachers hired as long-term substitutes while they were still learning to teach. Their narratives reveal that they often felt caught between working like full-time teachers but being treated like temporary teachers. If employing preservice teachers remains a strategy for addressing shortages, teacher preparation programs and districts will need to collaborate more closely to support their success.
Collaborators across North Dakota, South Dakota, Montana, Wyoming, Idaho, and New Mexico are working to empower Indigenous students in STEM by connecting tribal communities, K–12 educators, higher education institutions, elders, and other cultural knowledge holders through the Cultivating Indigenous Research Communities for Leadership in Education and STEM (CIRCLES) Alliance. This piece describes the powerful work of the CIRCLES Alliance as well as the challenges of sustaining it under the constant threat of grant termination. The authors urge elected officials and policy makers to look beyond anti–diversity, equity, and inclusion rhetoric and recognize the value of CIRCLES and similar programs that support STEM in historically marginalized communities.
Georgia State University’s Cross-Institutional Collaboration and Reimagining toward Equity, Access, and Teacher Effectiveness (CREATE) program is just one casualty in the Trump administration’s effort to dismantle diversity, equity, and inclusion (DEI) initiatives. Bearing the brunt of this termination—as well as the loss of other grants from the Department of Education and the National Science Foundation—are Atlanta’s neediest students and teachers. This piece questions the meaning of fair while outlining several unjust policies of the American government that have disproportionately harmed Black Americans, other minority groups, and women, and challenges readers to heed the lessons of history as we work to preserve American higher education.
The COVID-19 pandemic highlighted key inequities in education, including disparities in technology access, student engagement, and emotional well-being, while simultaneously presenting opportunities for pedagogical innovation. This article explores how the shift to emergency remote teaching (ERT) challenged traditional educational practices and provided a platform for reimagining learning environments through the lens of a pedagogy of care. Drawing from Noddings’ (1984) framework of modeling, dialogue, practice, and confirmation, as well as the principles of humanizing pedagogy and social constructivism, the article describes implementing care-centered strategies during ERT, such as flexible deadlines, reflective assignments, and intentional relationship-building. These practices addressed the intellectual, emotional, and social needs of students during a time of crisis and have become a foundation for sustainable teaching approaches in post-pandemic contexts. The article examines the challenges and innovations of ERT, offering actionable strategies for embedding care into higher education classrooms and advocating for institutional policies that prioritize equity, well-being, and adaptability. By sustaining these practices, educators can transform their classrooms into inclusive, compassionate spaces that foster resilience and human connection.
Due to the endemic nature of racism in society, there is a need for open discussions on race and racism in teacher education as well as more support, research, and approaches to having challenging conversations on race and racism. As a teacher educator, I use a multimodal curriculum and visual methods in preparing future teacher educators (i.e., doctoral students) and supporting their development of critical racial consciousness. In this study, I highlight one visual artifact, a cartoon, as a pedagogical approach for initiating conversations about race. Using cartoons is a suitable method for initiating difficult discussions on race, ultimately leading to critical reflections and the development of racial literacy.
