(2021). The political-educational praxis of Luis Emilio Recabarren (1904–1924). Review of Education, Pedagogy, and Cultural Studies. Ahead of Print.

(2021). Critical social literacy: Media engagement as an exercise of power. Review of Education, Pedagogy, and Cultural Studies. Ahead of Print.

(2021). Building (specific) citizens: Politics, curriculum, and the quest for exclusive rights to ideological production. Review of Education, Pedagogy, and Cultural Studies. Ahead of Print.

(2021). Young digital citizenship in #FridaysForFuture. Review of Education, Pedagogy, and Cultural Studies. Ahead of Print.

(2021). Teaching about sexual violence as part of mass atrocity crimes: Model International Criminal Court non-formal educational program. Review of Education, Pedagogy, and Cultural Studies: Vol. 43, Lessons from Sexual Violence in Mass Atrocity Crimes: Toward Preventive Pedagogies in History Education, pp. 69-84.

(2021). A lesson on war-related sexual violence in a history classroom: Discussion points for educators. Review of Education, Pedagogy, and Cultural Studies: Vol. 43, Lessons from Sexual Violence in Mass Atrocity Crimes: Toward Preventive Pedagogies in History Education, pp. 103-118.

(2021). Teaching the history of psychosocial consequences of sexual violence in the context of female psychiatric patients. Review of Education, Pedagogy, and Cultural Studies: Vol. 43, Lessons from Sexual Violence in Mass Atrocity Crimes: Toward Preventive Pedagogies in History Education, pp. 119-141.

(2021). Including caste and caste-based sexual violence in teaching. Review of Education, Pedagogy, and Cultural Studies: Vol. 43, Lessons from Sexual Violence in Mass Atrocity Crimes: Toward Preventive Pedagogies in History Education, pp. 142-164.

(2021). Analyzing diasporic pedagogical representations of historical violence against women: The case of Armenians of the Levant. Review of Education, Pedagogy, and Cultural Studies: Vol. 43, Lessons from Sexual Violence in Mass Atrocity Crimes: Toward Preventive Pedagogies in History Education, pp. 165-184.

(2021). Student disclosure: The aftermath of teaching about sexual violence in the classroom. Review of Education, Pedagogy, and Cultural Studies: Vol. 43, Lessons from Sexual Violence in Mass Atrocity Crimes: Toward Preventive Pedagogies in History Education, pp. 185-203.

(2021). Intercultural relationships and students’ sense of social connectedness in a South African university. Review of Education, Pedagogy, and Cultural Studies. Ahead of Print.

(2021). The chalice (or, how to occult yourself, gender-wise): An affective exploration of ‘teaching about gender diversity’. Review of Education, Pedagogy, and Cultural Studies. Ahead of Print.

(2021). Female protagonists in popular YA dystopia: A new type of role model or just business as usual?. Review of Education, Pedagogy, and Cultural Studies. Ahead of Print.

(2021). A ballerina with a hijab: An Arab EFL teacher’s identity between cultural norms and change. Review of Education, Pedagogy, and Cultural Studies. Ahead of Print.

(2021). Conscientization, compassion, and madness: Freire, Barreto, and the limits of education. Review of Education, Pedagogy, and Cultural Studies. Ahead of Print.

(2021). Time to put your marketing cap on: Mapping digital corporate media curriculum in the age of surveillance capitalism. Review of Education, Pedagogy, and Cultural Studies. Ahead of Print.

(2021). “It will change traditional school in a very positive way”: Educators’ perspectives of the Marshallese experience during spring 2020 remote learning. Review of Education, Pedagogy, and Cultural Studies. Ahead of Print.

(2021). Analysis before action: A framework for examining communities as texts. Review of Education, Pedagogy, and Cultural Studies. Ahead of Print.

(2021). The power and possibility of stories: Learning to become culturally sustaining and socially just educators. Review of Education, Pedagogy, and Cultural Studies. Ahead of Print.

(2021). Political socialization in meme times: Adolescents and the sources of knowledge concerning politics. Review of Education, Pedagogy, and Cultural Studies: Vol. 43, No. 3, pp. 254-274.

(2021). Bridging cultural studies and learning science: An investigation of social media use for Holocaust memory and education in the digital age. Review of Education, Pedagogy, and Cultural Studies: Vol. 43, No. 3, pp. 226-253.

(2021). Adolescent memory beyond reflection: Hulu’s PEN15 and the emotional recapitulations of teacher education. Review of Education, Pedagogy, and Cultural Studies: Vol. 43, No. 1, pp. 27-48.

(2020). Culture, context, and disability: A systematic literature review of cultural-historical activity theory-based studies on the teaching and learning of students with disabilities. Review of Education, Pedagogy, and Cultural Studies. Ahead of Print.

(2021). Educating tensions between religious and sexuality discourses: On resentment and hospitality. Review of Education, Pedagogy, and Cultural Studies: Vol. 43, No. 1, pp. 49-68.

(2020). The aesthetic pedagogies of DIY music. Review of Education, Pedagogy, and Cultural Studies. Ahead of Print.

(2021). Speaking post-truth to power. Review of Education, Pedagogy, and Cultural Studies: Vol. 43, No. 3, pp. 205-225.

[T]he Catholic tradition offers the paradigmatic expression of the relation between the office-holder and the pedagogic office, with the dogma of infallibility… the manifest similarities between th...

(2021). Children’s democratic participation: The case of Catalan schools from the principal’s point of view. Review of Education, Pedagogy, and Cultural Studies: Vol. 43, No. 1, pp. 1-26.

My life changed after I had my baby. The baby changed my life, like, I don’t know how to explain it. Since I had this baby, I got on the ball. Like I said “no.” I have to be someone, if not for me,...

(2020). “It’s not just an idea”: Practicing the good life in a high security prison. Review of Education, Pedagogy, and Cultural Studies: Vol. 42, No. 4, pp. 311-330.

The concept of “Whiteness” forms part of contemporary debates about racism, which acknowledge the structural levels at which racism works, over and above the attitudes and beliefs of individuals (B...

The photograph depicts a caged-in concrete walkway. Chain-link fences flank each of its sides. Some 12 feet upwards, they curve inwards towards each other and meet to form a ceiling, a gated canopy, entirely enclosing the pedestrians walking along its path. From the position and color of the sunlight shining on it, the picture was taken either early in the morning or late afternoon. The pedestrians

Urja and I walked out of the cafe. We had spent over an hour looking at her images, talking about them, and occasionally laughing. During that hour, I had been wrestling with questions: What is the purpose of a photovoice project? Are we expecting to be shown/see something? I asked Urja, so how do you feel about not having any prompts? She got into the car and put on her seat belt. “I don’t know, sometimes

In the spring of 2019, we had the opportunity to team teach a doctoral course on Visual Ethnography. Most of the students came to the class because they were either intrigued by the concept of visual data, or the course just fit best with their schedules that semester. In short, we were working with graduate students who were a relatively blank slate when it came to visual research and visual methodologies

It is natural that the use of visual methods in education be concerned with the consent of adults, as the many students are under the age of majority, and as such require the consent of their adult caregivers. What does this consent and integration of consent look like when considering visual methods with young adults? By opening up ownership of a research project from its germination, this alters

(2020). External assessment as stereotyping: Experiences of racialized Grade 3 children, parents and educators with standardized testing in elementary schools. Review of Education, Pedagogy, and Cultural Studies: Vol. 42, No. 4, pp. 277-295.

I am worried about the next week. It brings memories of feeling guilty when hearing about the bombing of the Pearl Harbor and seeing my classmates stare at me because I was the only Japanese girl in the room. Though I obviously did not play a role in that horrific event, I still felt a sense of guilt because I am proud of my heritage and where I come from. —Hanna Saito, a Japanese American preservice

The term “Asian American” is a complicated and contentious one. Encompassing over 30 different nationalities and ethnic groups and speaking hundreds of different languages, Asian Americans are often seen as a monolithic group despite their vast diversity. Goodwin (2010) talks about the “vertical” and “horizontal” diversity found within the group, acknowledging not just the linguistic, national origin

Upon arrival in the United States, international students not only encounter culture shock and complex linguistic barriers but also immediate transmutation into minorities. In a classroom setting, foreigners must confront continually evolving negotiations of competence, membership, and identity to validate their place in academic discourse. Pervading their efforts for validation, of course, are racialized

Despite the tremendous diversity of ethnicities, languages, religions, and cultures encapsulated within their pan-ethnic group, Asian Americans are commonly understood to be recent immigrants of East Asian descent who do not speak English (Lee & Ramakrishnan, 2019). While the greatest concentrations of Asian Americans are on the West Coast, the Midwest is the region with the second greatest growth

In early January, New Yorker magazine mistakenly tagged Priyanka Chopra in an Instagram photo of Padma Lakshmi. Chopra is a Bollywood-turnedHollywood actor married to musician Nick Jonas. Lakshmi is a chef and host of the cooking competition show, Top Chef. Both women are of South Asian-Indian descent. Lakshmi responded, “I know we all look alike but ̄\_(ツ)_/ ̄. #desigirls” The Chopra/Lakshmi mix up

(2020). Drawing queer and trans kinship with children: Affect, cohabitation, and reciprocal care. Review of Education, Pedagogy, and Cultural Studies: Vol. 42, No. 4, pp. 257-276.

This academic year marks the tenth anniversary of the establishment of a five-year (bachelors and masters) urban teacher education program at a small, state institution in the northeast. This program was founded on the principles of social justice and decolonization with and through critical scholars such as Freire (1996), Gorski and Swalwell (2015), Delpit (2006), Ladson-Billings (2014), and Paris

The structures and functions of time are fundamental to the workings of schools. In schools, temporal plotting abounds: our days are segmented into precise temporal blocks, our weeks into sequentially packaged curricular units, our months into fixed intervals of semestered assessment, and our years into age-based grading structures designed to quantify appropriate intellectual progress over the long

In an increasingly diverse U.S. society, schools maintain Eurocentrism and White supremacy through curriculum, failing to give marginalized populations (and students of color in particular) space t...

For too long, the justification for recruiting teachers of Color (TOCs) has been framed as a demographic and democratic imperative (Achinstein & Ogawa, 2012). As teacher educators of Color and former elementary and secondary (K-12) teachers, we (the authors) argue that the rationale for increasing TOCs moves beyond diversifying a workforce, but instead to disrupt racial, cultural, and linguistic inequity

This Special Issue gives voice to the collective, transformative work of teacher educators across 16 institutions in the U.S. and abroad to re-center teacher education practices around values of equity and racial justice. These teacher educators joined together in this work by participating in the 2018 Transformative Teacher Educator Fellowship (TTEF) program. The goal of TTEF is to foster collaboration

Teachers in the United States receive conflicting messages about who they can and should be in and outside of the classroom. Recently, Time Magazine portrayed teachers as gloomy and underpaid educators (Reilly, 2018), while movies, like Stand and Deliver (Musca & Men endez, 1988) and Freedom Writers (De Vito, Shamberg, Sher, & LaGravenese, 2007), depicted them as saviors for troubled youth and urban

Critical, collaborative learning activities in teacher education programs prepare pre-service and in-service teachers to work collectively with a social justice stance in their work (Lieberman & Pointer-Mace, 2010; Picower, 2011). However, at the university-level, this kind of collaboration is rare among teacher educators, as education professors are often siloed into their content areas, focused on

Transformative teacher education: is there such a thing? Yes. For a week long, intensive summer experience and monthly follow-up sessions for a year, I had the opportunity to engage with like-minded educators from around the world. What made us like-minded? Each of us is committed to successfully educating and developing pathways of opportunity for culturally and linguistically diverse (CLD) learners

At the center of teacher education reform debates nationwide are concerns about how to prepare educators to address issues of educational inequity (Ayers, Quinn, & Stovall, 2009; Cochran-Smith et al., 2016; Gorlewski, 2017; Gorski, 2009; Ladson-Billings & Tate, 1995; Leonardo, 2009; Milner, 2009; Paris & Alim, 2017). Yet, there is little consensus among teacher educators, school districts, community

In a cultural moment when professors experience a debilitating hesitancy about initiating difficult conversations with undergraduate students, and the imperative of trigger warnings sometimes outweighs our will to navigate controversial materials, the fate of “violent films,” as worthy of academic study, hangs precariously in the balance. Designing undergraduate film courses that are culturally and

“Youth” remains a symbolic source of investment in society at large: both perceived as a social problem in need of remediation, and seen as a potential source of social change, leading generational renewal. Contemporary youth culture literature is often still bifurcated between analyses of the ways that young people are disempowered by our contemporary neoliberal climate or celebrations of them as

The names all seem a bit mundane: Little Pete’s; The Big Apple; University City High School; Cup & Saucer; Variety Playhouse; Jamaica High School; Market Diner; Cats; and Key Elementary. To the unaffiliated, they might just sound like the everyday names of everyday institutions. Their evocations resonate with the quotidian rather than the spectacular. And, I believe, that is an important part of this

In a recent piece in The Chronicle of Higher Education, Rob Jenkins defines his relationship with his students: “I’m not your boss, your parent, or your BFF. I’m your professor.” His is a sentiment long echoed by teachers asserting their classroom authority and upholding the singular relationship of teacher and student over and against other ways of relating. As a teacher myself, I’m not sure how to

The purpose of this study was to provide new understanding of teachers’ and immigrant students’ collaboration and identity work in a school context. Linguistic discourse analysis of immigrant stude ...

Reflection is considered a dominant concept and fundamental competence in teacher education programs (Allas, Leijen, & Toom, 2017; Beauchamp, 2015; Beauchamp & Thomas, 2010; Cornish & Jenkins, 2012; Lane et al., 2014; Liu, 2015). Reflection is an educative form that encourages thinking and self-analysis, promotes an inquiry-based process, and enables problemsolving (Dewey, 1933). Developing reflection

On a recent research-related visit to Montreal to explore issues of gender in museums and art galleries, we took the opportunity to also visit the Barbie Expo, on permanent display at Les Cours Mont-Royal. As feminists, we hoped this public exhibition would highlight a particular (and critical) view of women and girls in our society, by tracing Barbie’s evolution as it has been related to societal

In recent years, there have been critiques that projects of decolonization are not always compatible to Freirean theory and critical pedagogy (e.g., Gaztambide-Fernandez 2012; Tuck and Yang 2012; Zembylas 2018). Although there is recognition that discourses of critical pedagogy and decolonizing pedagogy are variously entangled, some scholars find it problematic that these terms are sometimes used synonymously

Paulo Freire left behind a rich legacy that speaks passionately to the relationship of the body to humanizing praxis. This legacy encompasses a pedagogical perspective that focuses on the primacy of the body in the construction of critical knowledge. Freire’s ideas also point to the importance of the materiality of body to a pedagogical process informed by a humanizing ethos that supports reflection