David O. Stovall, University of Illinois at Chicago

Arshad Imtiaz Ali, George Washington University

Toward an Antiwar Pedagogy: Challenging Materialism, Militarism, and Racism in Education - Tracy Lachica Buenavista, California State University - Northridge; Arshad Imtiaz Ali, George Washington University

Imagining Otherwise: Militarism, STEM Education, and Racial Justice - Shirin Vossoughi, Northwestern University; Sepehr Vakil, University of Texas - Austin

Post-Imperial Hope and Healing: Pedagogies of Possibility Among Filipino American Teachers - Edward Ryan Curammeng, California State University - Dominguez Hills; Allyson Tintiangco-Cubales, San Francisco State University

Reading Occupation Into the U.S./Mexico Border Educational Experience: Implications for Chicana/o/x Studies - Dolores Calderon, Western Washington University

Brian Holzman, Rice University

Framing the DREAM Act in Congressional Speeches - Yilmin Koo, University of North Texas; Nancy Nelson, University of North Texas

How a College Preparation Program Helped Create College Dreams for Latino High School DREAMers - Dolores DeHaro Mena, San José State University; Lorri Midori Capizzi, San Jose State University

Laboring to Learn: Both Undocumented Student and "Illegal" Low-Wage Worker - Genevieve Negron-Gonzales, University of San Francisco

"This Place . . . Immigration Knocks on My Door. Where Do I Belong?" Examining Undocumented Youth Experiences of Discrimination in the U.S. South - Sophia Rodriguez, University of North Carolina - Greensboro

Mark Barba Pacheco, Illinois State University

Multilingualism and Identity: Articulating "African-ness" in an American High School - Liv T. Davila, University of Illinois at Urbana - Champaign

Different Languages, Different Futures: Language, Education, and Social Mobility in Dakar, Senegal - Teresa Speciale, University of Wisconsin - Madison

Constructing Translingual Identities of International Students: Heteroglossic Practices and Monoglossic Language Ideologies - Jungsook Kim, The Ohio State University - Columbus

Acknowledging the Academic and Emotional Risk-Taking of Three Multilingual Students' Participation in Dialogue Journaling - Rebecca E. Linares, University of Colorado - Boulder

Jane Y. Choi, Mathematica Policy Research, Inc

Learning by Doing: Enforcing Racialized Hierarchy Through Group Work - Amanda I. Frye Leinhos, Stanford University

Critical Intercultural Translation: Problematizing Cultural Decoding in Classroom Dialogue - Gabriela Borge Janetti, University of California - Berkeley; Omi S Salas-SantaCruz, University of California - Berkeley

Monologic? Dialogic? A Micro-Analysis of Classroom Discussion Surrounding English Language Arts Argument Writing - Jane Y. Choi, Mathematica Policy Research, Inc

Diane B. Hirshberg, The University of Alaska - Anchorage

American Indian/Alaska Native Perspectives on the Classroom Assessment Scoring System: Culture and Practice Implications - Nicole L. Thompson, Arizona State University; Jessica V. Barnes-Najor, Michigan State University; Michelle C. Sarche, University of Colorado

Indigenous Maya Families From Yucatán at a K–5 School: Hemispheric Mobility and Pedagogies of Diaspora - Patricia Baquedano-Lopez, University of California - Berkeley

Indigenous Ways of Knowing, Being, and Doing in Canadian Science and Mathematics Teaching and Learning - Dawn Wiseman, McGill University; Lisa Ann Lunney Borden, Saint Francis Xavier University; Florence A. Glanfield, University of Alberta; Ellen Carter, St. Francis Xavier University; Alexandre Soares Cavalcante, McGill University; Rebecca Clancey; Katy Grosicki, St. Francis Xavier University; Eun-Ji Amy Kim, McGill University; Mitchell McLarnon, McGill University; Simon Sylliboy, St. Francis Xavier University; Christine Wiebe Buchanan, University of Alberta

Valerie A. Allison, Susquehanna University

Dimensions of the Digitized Academic and Self-Study Research: An International Collaboration - Ramona Maile Cutri, Brigham Young University; Mary F. Rice, The University of New Mexico; Laura C. Haniford, University of New Mexico; Dawn Garbett, University of Auckland; Alan Ovens, University of Auckland; Shawn M. Bullock, Simon Fraser University; Hafdis Gudjonsdottir, University of Iceland; Clare Kosnik, University of Toronto/OISE

Possibilities for Democratizing Teacher Education: A Self-Study Into Critical Approaches to Evaluation - Jane Mcintosh Cooper, University of Houston; Leslie M. Gauna, University of Houston - Clear Lake; Christine Beaudry, Nevada State University; Gayle A Curtis, Texas A&M University - College Station

The Embodied and Sometimes Emotional Aspects of Educating Teachers and the Self-Study of Educating Teachers - Renee T. Clift, The University of Arizona; Rachel Forgasz, Monash University; Bryan Clift, University of Bath

Eliza Anne Pinnegar, Daniels Canyon Elementary School

Exploring Picture Books: Journey to Understanding Ourselves, the World, and the Importance of Critical Literacy - Angela Pack, Montclair State University

From Shona to Arabic, English to Spanish: A Self-Study of Teacher Education - Barbara P. Laster, Towson University; Lea Ann Christenson, Towson University

Making Transformations: Teacher Educators' Collaborative Self-Study Using the Reggio Emilia Approach - Allison Pattee, University of Northern Iowa; Sohyun Meacham, University of Northern Iowa; Shuaib James Meacham, University of Northern Iowa; Bo Sun Kim, Capilanou University

Trish Morita Mullaney, Purdue University

Kate Menken, Queens College and Graduate Center, City University of New York

State Leadership for Emergent Bilinguals: The Case of Indiana - Wayne E. Wright, Purdue University

District Leadership for Emergent Bilinguals: At the Crossroads of Specialty and Leadership - Trish Morita Mullaney, Purdue University

Principal Leadership for Emergent Bilinguals: Additive Language Policies in Latinx Leadership - Laura Ascenzi Moreno, Brooklyn College - CUNY; Berky Lugo-Salcedo

Teacher Leadership for Emergent Bilinguals: Using Instructional Coaching to Create Consciously Competent Pedagogical Teacher Leaders - Annela Teemant, Indiana University - Purdue University at Indianapolis

Claudia G. Cervantes-Soon, Arizona State University

The National Gentrification and Policy Expropriation of Dual Language Education: Deconstructing Neoliberal Impacts - Juan A. Freire, Brigham Young University

Community Enactment of Dual-Language Education Amid Neoliberal Policies and Diverse Local Histories - Lisa M. Dorner, University of Missouri - Columbia; Jeong-Mi Moon, University of Missouri - Columbia

Dual-Language Education in the Southeast: Paths, Tensions, and Opportunities in Constructing Neoliberal, Multilingual Subjects - Claudia G. Cervantes-Soon, Arizona State University; G. Sue Kasun, Georgia State University; James Arthur Gambrell, Kennesaw State University; Wenyang Sun, University of North Carolina - Chapel Hill

Patricia C. Gándara, University of California - Los Angeles