Mark Helmsing, George Mason University

African Americans as Heroes in the American Revolution Represented in Texas Curriculum and Children's Literature - Judy A Schaffer-Rose, Texas Tech University

Breaking Free From Whiteness: Baldwin, Freire, and Emancipatory Education - Karlee Johnson, DePaul University

Transforming Curricula in Higher Education Through Making Connections - Lynn Quinn, Rhodes University; Jo-Anne Vorster, Rhodes University

"If the Community Thrives, We All Thrive": Indigenous Visions of Curriculum and Survivance - Michelle M. Jacob, University of Oregon

Leigh Patel, University of California - Riverside

Brian Lozenski, Macalester College

Recapitulating the Myth of "Development" - Katie Johnston-Goodstar, University of Minnesota

Chronicity and Black Miseducation: Resisting Ahistorical Framings of Black Schooling - Brian Lozenski, Macalester College

The Politics of Recognition Versus the Politics of Decolonization in State-Adopted Tribal Curricula - Dolores Calderon, Western Washington University

The "Bonus" of Justice: Conceptualizing Reparational Language Education Against the Subtractive Schooling of Latinx Youth - Jenna Cushing-Leubner, University of Wisconsin - Whitewater

Julie E. McLeod, University of Melbourne

Ungrounding Discourse: Critical Ethnography, Method, and the Political - Christopher Mark Kirchgasler, The University of Kansas

Detoxing Practices: Challenging Pedagogical Objectives and Research Practices - Sabine Krause, TU Dortmund University

Historicizing Comparative Education Research Method and Disrupting Its Terrain - Ji-Hye Kim, Korean Educational Development Institute

Meditations on Experience and Subjectivity: An Epistemological Journey in Ethnographic Research in Education - Belén Hernando-Lloréns, University of Iowa

The Inscribed (Im)Possibilities of Observation as a "Method" in Teacher Education - Sun Young Lee, University of Wisconsin - Madison

Julie E. McLeod, University of Melbourne

Jeffry King, Texas State University

Dialogic Considerations of the Discrepancies Between Teachers' Perceptions and Practices in Science Instruction - Jeffry King, Texas State University

Dialogical Teaching to Manage Uncertainty in Argumentative Practice - Ying-Chih Chen, Arizona State University; Jaclyn Hernandez, Arizona State University; Xue Qiao, Mary Lou Fulton Teachers College Arizona State University

Scientific Discourse and Semantic Waves: Teaching and Learning the Language of Science With Bilingual Learners - Cory A. Buxton, University of Georgia - Athens; Ruth Harman, University of Georgia - Athens; Lei Jiang, University of Kansas; Lourdes Cardozo-Gaibisso, University of Georgia - Athens

The Persistence of Science Instruction Within Treatment and Control Classrooms With English Learners - Tiberio Garza, University of Nevada - Las Vegas; Margarita Huerta, University of Nevada - Las Vegas; Fuhui Tong, Texas A&M University - College Station; Rafael Lara-Alecio, Texas A&M University; Beverly J. Irby, Texas A&M University - College Station

Peter McPartlan, University of California - Irvine

Data Mining in Technology-Based Learning Environments Research - Charoula M. Angeli, University of Cyprus

Technology-Mediated Learning Practices in Higher Education: A Contextualist Longitudinal Analysis - Ruth Halperin, Oranim Academic College of Education

Freyca Calderon-Berumen, Penn State University Altoona

A Review Essay on Chicana/Latina Testimonios as Pedagogical, Methodological, and Activist Approaches to Social Justice - Freyca Calderon-Berumen, Penn State University Altoona; Miryam Espinosa-Dulanto, University of Texas - Rio Grande Valley; James C. Jupp, University of Texas Rio Grande Valley; Karla O'Donald, Texas Christian University; Laura M. Jewett, The University of Texas Rio Grande Valley

Bless Our Hearts, We Are Lying to Ourselves - Kelsey Darity, Teachers College, Columbia University

It's Not Propaganda, Filth, or Cr*p if es Verdadero y Valioso: Trumping Pancho Rabbit's Haters - Scott A. Beck, Georgia Southern University; Alma Stevenson, Georgia Southern University

Stories of Race, Place, and Public Education: A Critical Curriculum Studies Performance - Molly Quinn, Augusta University; Darla Linville, Augusta University; Nicoletta Christodoulou, Augusta University