In this conceptual essay, we weave concepts of critical race theory, joy, [anti-]disciplinarity, and humanization toward a critique of the disciplinary organization of teacher preparation program curricula through what we term a pedagogy of humanizing co-creatorship. In this essay, we seek to position disciplinarity as needed, but find that…

In this co/autoethnography, we used dialogic journaling and critical conversations to examine our feminist stances and practices. As feminist practitioners in high school English classrooms, we analyzed our collaborative co-teaching relationships, examining the complex dynamics of those partnerships, how we responded to the struggles of patriarchy…

Embodying James Baldwin's call to "go for broke" in the face of the current "dangerous time" and ongoing "determined resistances," this article argues for an intersectional social justice praxis for preparing and supporting teacher candidates and novice teachers to work with diverse students. We posit a sustained…

Using a chronicle, this paper examines teacher evaluation systems to highlight how neoliberal reforms produce unjust conditions for both teachers and students of color. I specifically center Black women and their ways of knowing to provide a (re)imagining around what is possible when educational leaders move beyond reforms to create a system that…

We examine culturally relevant/responsive pedagogy (CRP) and its extensions--culturally based and culturally sustaining and revitalizing pedagogy--focusing on Native American/Indigenous education. Teasing out the roots of these pedagogies in Indigenous education systems, we follow their "footprints" in contemporary education practices.…

We currently live in an era of neoliberalism where privatization and profit are held up as political ideals. The ascendency of this ideology threatens the notion that public schools can serve not only as institutions that supply credentials but also as institutions that lay the building blocks for American democracy. This essay argues that teacher…

In this essay, the authors argue that by using perspectives such as critical posthumanism to inform teacher preparation, educators can develop leaders in schools and beyond who can be a central part of an effort to think and live differently in a deeply polarized, "post-truth" era. They present four examples that describe specific…

This article uses a critique of modernity to examine the perceived relationship between global citizenship education (GCE) and digital democracy (DD). We review critiques of citizenship education in the global imperative and of the relationship of technology to democratic engagement. An analogy expresses the problematic way that GCE and DD are…

This essay builds on a review of studies in education. Journal editorship is explored from the mentoring, democratic, and international perspectives. Trends are examined within the publishing culture around these three editorial functions. Theoretical groundwork is provided for exploring contemporary journal editorship and its challenges and…

Four myths that underlie persistent, but ineffective, practices in early literacy education are analyzed in this article. Such analysis is essential because literacy disadvantage ultimately is an issue of equity--a matter of social justice. Research shows that these practices can be refuted and that optimal early literacy outcomes are possible for…