The article proposes a relational pedagogy centred on "study," to contest the affective condition of the present and how it shapes narratives of young people being disengaged and with a lack of future. In doing so, it draws from affect theory and black radical studies to outline a more complex approach to affect in university experience.…

As social studies teachers, the authors feel they have a moral and ethical responsibility to provide students with the knowledge, skills, and dispositions necessary to become active participants in democracy. This starts with a transformative social studies curriculum that promotes critical thinking, is meaningful and relevant to the lives of…

Beryl Gilroy (1924-2001) is often referred to as one of the first Black primary school headteachers in London, England. Her refusal to continue teaching in schools once she reached her fifties has not been explored in recent publications. Her interest in sound, pedagogy and therapeutic recovery can be revisited retrospectively. She strove to…

Though promoting student advocacy has become an essential part of leadership education, few studies explore development of advocacy in leadership education. This article offers how distortions, an aspect of a Black feminist reframing of dissonance, is related to existing leadership education literature. It then introduces students' voices…

This ethnographic case study offers a description of an alternative teacher certification program within an HBCU-based teacher preparation program within Xavier University of Louisiana. The program is named the Norman C. Francis Teacher Residency Program (NCFTR). Data from the study offers insights from six in-service, alternative teaching…

This article examines African American rhetorical feature use in the secondary literacy classroom. It explores the historical evolution and pedagogical implications of incorporating African American rhetorical features into classroom writing instruction. The article discusses the historical evolution of African American Language and its position…

As sociologists of education, we're deeply concerned about the growing censorship in our schools and the attack on teaching the truth about our history and present-day inequality. We also recognize how an educational past mired in antiblack practices and policies remains with us today and thus why teachers are still faced with navigating…

This study is guided by Carol Dweck's 'Growth Mindset' implicit theory of intelligence, which explains how individuals react to setbacks and why some actively pursue their potential. Those with a 'growth' mindset, as opposed to a 'fixed' one, persist when confronted with challenging tasks and believe that they can develop the necessary skills with…

Teachers' choices as they select texts have long been explored and considered by researchers. However, within such scholarship, there is limited research about how teachers, particularly Black women teachers, navigate the gauntlet of whitewashed standards, hegemonic curriculs, and dehumanizing school spaces to select texts that affirm students and…

Changes to the Welsh curriculum are becoming apparent. The Williams Report culminated in recommendations for schools and initial teacher education (ITE) on the inclusion and teaching of Black Asian and Minority Ethnic histories in Wales. The subsequent Welsh Government ITE action plan was designed to ensure the pro-active recruitment of trainee…

This article contributes to the TESOL paradigm by highlighting ways in which bodies of Black feminist thought, transnational feminism, and transnational Black feminism endeavors antiracist practices and support students via English language teaching (ELT). The author utilizes the Transnational Black feminist (TBF) framework--intersectionality,…

There is a substantial amount of literature focusing on the importance of culturally relevant teaching that emphasizes connecting the school's curriculum with the culture of students. This approach can be accomplished through the concept of ethnomathematics. Ethnomathematics studies how cultural groups practice and use math in daily activities…

Using the lens of endarkened feminist epistemology, two women of color think through the question of how we use adult education to create brave spaces and develop practices for teaching, research, and service in an unsafe, fear-laden, and punitive context shaped by White Christian nationalism (WCN). Because of the cultural-historical context of…

The purpose of this research was to highlight another dimension of education that values the body as a place where learning and self-efficacy take place. Traditionally, the arts are kept separate from the core subjects, and the mind is kept separate from the body in education. This dual way of thinking also creates culturally hegemonic systems…

As increasing numbers of Black immigrant students attend schools in Chile, we examine classroom practices to consider the limits of the mathematics education equity promise for this student population. We focus on the practices of a third-grade teacher who participated in professional development for enhancing reform-based mathematics teaching in…