In 2014, Puerto Rican educators were recruited to teach in Oklahoma City Schools. What resulted in a seemingly small labor migration illuminates a deeper understanding of the actual relations among colonial experiments. It functions as no minor illustration of the centrality of educational labor experiments to the militaristic, capitalist, and other relations between the United States and its occupied territories. In this article, we observe educators as migrant laborers, whose lives are shaped by a nexus of colonial forces and whose labors and migrations suture two “forgotten places” (Gilmore, 2008) through new formations. We seek to understand how a “fly-over” state and an archipelagic possession are both related and central to educational colonization, how educational colonization is a labor project, and how all of this maps emergent analytic possibilities. How does this labor migration help us understand the unlikely interplay of two contexts in the colonial project? Through news articles, testimonio, ethnographic interludes, and archival data, we examine how we might newly understand the role of education and educators in the larger network of colonial relations.
Despite a widespread recognition of the need for greater equity in mathematics, inequities persist in the subject for those historically marginalized in mathematics—such as students of color, students labeled as English learners, students labeled with a dis/ability, and women. In this paper, I argue that equity can only be achieved via an integrated understanding of the ways in which mechanisms of oppression have served to exclude students in education writ large and in mathematics specifically. Drawing on the framework of Critical Inclusion (InCrit), I aim to integrate efforts seeking to dismantle such mechanisms—including racism, linguicism, colonialism, ableism, and the specific exclusionary culture of mathematics—into a unified whole. I contend that this vision of critically inclusive mathematics might offer a vehicle by which to envision an emancipatory mathematical future for all students.
This case study examines the ideological tensions surrounding the reopening ofpublic schools in New York City during the COVID-]9 pandemic. Drawing on Stuart Hall's theoretical concepts of conjuncture and articulation, the study analyzes the proceedings of Panel for Education Policy (PEP) meetings to explore how these discussions both reflect and actively reproduce broader neoliberal dynamics in education policymaking. The findings illustrate a complex interplay between health and safety concerns, equity issues, and the neoliberal agenda, highlighting the power dynamics at play and the ways in which marginalized voices were both expressed and stifled. This study contributes to the broader literature on crisis, education policy, and social justice by offering a nuanced account of how public forums serve as key sites where competing ideologies are articulated, contested, and normalized in times of crisis.
