Public schools in the United States are serving a more heterogeneous student population than ever before. Despite numerous educational reform efforts, opportunity gaps persist between marginalized students and their White peers. Deep-seated barriers make it difficult for districts, schools, and especially site principals to effectively implement…

Although antiracism activism has contributed to substantive progress under certain circumstances and in certain contexts, little research attempts to theorize how antiracism activism is manifest across contexts. In this article, we explore individual and collective antiracist actions within and outside schools. We introduce a theoretical framework…

This manuscript is born from contemplating and exploring how it is that we see so little systemic change in STEM education after so many years of working toward it, including the insidious persistence of systems of oppression, and historical and generational exploitation that our current critical, social justice efforts in STEM teacher preparation…

After years of enrolling high numbers of Hispanic/Latinx students, Northern Arizona University (NAU) gained Hispanic Serving Institution (HSI) status in Spring 2021. The institution currently enrolls a Hispanic/Latinx community of 25%. However, servingness is not accurately reflected through percentages alone. Rather, a university that engages in…

In this piece, I use a series of "found poems" created from my notes and memos taken while teaching, first curating them into thematic poems and then reflecting on what those poems say about the affordances and constraints of teaching courses--especially those focused on equity and justice--in an online format during the COVID-19…

Growing evidence establishing the prevalence and educational consequences of childhood trauma has led to a national focus on equipping schools to support the specific needs of students who have experienced trauma. Despite clear evidence of disproportionate trauma exposure among students of color, most models of trauma-informed schools do not…

Sport management programs are disproportionately represented by students and faculty who possess multiple advantaged identities. This trend is indicative of the broader sport industry, which is troublesome given sports' prominent role in conversations around racial injustice and inequity during the past century. It is incumbent on sport management…

Curricular justice, achieved through a counter-hegemonic curriculum that serves the needs of the least rather than most advantaged members of society, plays a central role in providing more equitable access to meaningful education for all young people. We contend that the defining features of the contemporary schooling context in many parts of the…

This article discusses the astonishing ignorance at all levels as to how Britain has become a multiracial, multicultural society in a post-imperial age, the hostility towards changes in the education system which would help clearer understandings of the imperial past, and the efforts of teachers and other educators to assist in the creation of a…

This commentary links child-family research to the systematic inquiry approaches under the umbrellas of student voice and youth participatory action research. It reviews the underlying premises of the latter two bodies of work, including recognizing young people as knowers, partners, and change agents through conducting research with rather than…

Creating a socially just pedagogy from a grassroots level could help address issues of educational injustice. This paper focuses on the creation of the student voice for social justice (SVSJ) pedagogical method that is based on Nancy Fraser's political social justice framework. The resulting approach, developed through participatory action…

Education for sustainable development is a broad, cross-cutting concept. How teachers in different subject areas prioritise aspects of the sustainable development goals (SDGs) impacts learning objectives and outcomes. The goal of this research was to uncover, characterise and analyse groups of teachers based their perceptions of teaching SDGs. The…

Tauheedah Baker-Jones is Atlanta Public Schools' first chief equity and social justice officer. She developed and now oversees the district's Center for Equity and Social Justice and the district's equity framework. In this article, she shares some of her experiences and learnings, as well as reflections on how districts can enable equity officers…

Intercultural collaboration for transformational change in higher education conveyed us as scholar activists, one Mestiza and one Northern-Western European, on a 10-year journey of reflexive practice, rooted in exploring and navigating underlying meanings and mores in our cultural ontologies. Using reflexivity, curiosity, and generosity, scholar…

Does our teaching keep up with our preaching about equity? Some of the teachers most vocally outspoken about social inequities, says Henry Seton, end up reproducing these inequities in their own classrooms. Seton shares two critical steps for ensuring this doesn't happen.