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In this study, I use currere to examine excessive entitlement in my own high school education. By “excessive entitlement,” I emphasize teachers' actions and systemic conditions related to an excessive educational mindset justifying (and manifesting) self-infallibility. Teachers displaying excessive entitlement might take for granted, for example, the correctness of their actions, closing self-awareness, and more equitable relations with others (especially students). On a structural level, it includes, for example, societal norms, school policies, educational traditions, and often laws. Specifically, I present findings examining three levels of curriculum – the formal or explicit, the implicit or hidden, and the null or present/absent. I offer my own story as a case study of how schools and teachers may silence and erase student identity and culture as well as how more inclusive and dialogic teaching approaches (and methods of inquiry) can counteract and offer alternatives to such oppressive forces. My framework includes professional ethics, moral ethics, and social justice ethics. Looking back at my history as a gay high school student, I discovered that my school's explicit curriculum provided teachers with a safe haven for bigotry and hostility toward LGBTQ students (as well as female students and students of color), and its hidden curriculum projected messages that privileged such a curriculum (and denigrated epistemologies more on the margin). It was only in the null curriculum that I began to experience a sense of liberation and inclusion and an awareness of the multiplicity of epistemology and ontology.

This study employs the social ecology model to comprehensively explore the complex challenges young Black men face in South Africa and aims to highlight the importance of collaboration in addressing these multifaceted issues.

A multidisciplinary approach combines insights from sociology, education and the health literature with regard to government reports and academic data, and provides a holistic analysis of challenges faced by young Black men. Furthermore, it emphasises formal and informal learning, social and environmental influences and health disparities.

Young Black men in South Africa encounter complex challenges throughout their developmental journey, including limited family support, educational barriers, financial constraints, societal expectations and health disparities. Therefore, collaboration among stakeholders is essential for creating an equitable and inclusive environment that supports their development.

This research provides a comprehensive understanding of the challenges faced by young Black men in South Africa by emphasising the interconnectedness of informal education, economic empowerment and healthcare. Future research should focus on longitudinal studies, cultural influences and international comparisons, informing evidence-based interventions for a more equitable society.

This manuscript examines how university coaches can use the Classroom Check-Up (CCU; Reinke et al., 2008) to support continuous school improvement efforts around teacher practice within a PDS model and how collaboration between university faculty can increase their coaching self-efficacy.

The paper is conceptual in that it presents an innovative idea to stimulate discussion, generate new ideas, and advance thinking about supporting educator coaching efficacy in school-university partnerships.

The paper provides insights and ideas for using a collaborative faculty coaching model based on the CCU (Reinke et al., 2008). Each coach provides insight about adapting the model to fit teacher, school, and district needs. Moreover, coaches report on how collaborating impacted their coaching self-efficacy.

This paper fulfills an identified need to support continuous school improvement efforts amid a teaching shortage using a collaborative faculty coaching model. Moreover, the authors explore “coaching self-efficacy” as a rare but valuable construct that is impacted by peer feedback.

This article aims to examine the manifestation of coloniality within social studies curricula and explore strategies for rejecting colonial paradigms through teaching praxis. The author presents a curriculum that unveils the narratives of Linnentown, a local Black community, to examine the impacts of colonial legacies on people's everyday lives.

Using the teaching and learning cycle framework, the author demonstrates the integration of sequenced embodied and multimodal activities. Furthermore, the author utilizes the concept of critical place-based education (CPBE) to demonstrate how critical pedagogies within the context of place can cultivate transformative learning experiences.

By guiding students to critically analyze the sociopolitical conditions of Linnentown residents, CPBE, paired with multimodal activities, helps challenge dominant narratives and empowers students to become agents of change in their local communities.

This curriculum fosters a nuanced understanding of structural oppression, empowers students to develop critical awareness and social agency and guides youth in confronting settler colonialism within and beyond their communities.

The purpose of this article is for three teacher educators to reflect on their use of mapping and mapping-adjacent activities in university courses vis-à-vis the development of their own critical praxis toward spatial justice. The authors focus on how the centering of geospatial literacies through spatial justice issues impacts the development of criticality for preservice teachers and their teacher educators.

The paper opted for collaborative reflections about our teacher educator praxis through self-study and critical friends. Three teacher educators wrote vignettes about their experiences with place-based mapping approaches in teacher education coursework.

The paper suggests that mapping activities (broadly defined) create space(s) for courageous conversations on difficult topics (e.g. race and social-economic status). These spaces are not only between teacher and student but also can be extended to teacher educators by focusing on critical and collaborative self-study.

Because of the chosen research approach, the research results may lack generalizability. Therefore, researchers are encouraged to use critical and collaborative reflection to inform their own praxis.

The paper shares pedagogical approaches and reflections for highlighting geospatial literacies and critical place consciousness within teacher education.

This has significance as there is a relative dearth of literature detailing how critical teacher educators can learn with and from each other when working to focus place-based learning in the context of teacher preparation.

In this chapter, we draw on trans-informed theoretical frameworks to provide insights into gender justice and gender democratization in Early Childhood Education and Care (ECEC). Our purpose is to illuminate the systemic impact of cisgenderist and cissexist beliefs which refer to the legitimation of birth-assigned gender identity and what this means for embracing a critical project of gender expansiveness in the ECEC classroom. More broadly, we explicate how our engagement with trans studies informs a critique of existing debates about masculinities, boys and male teachers in the early years. We draw on the work of trans scholars in the first part of this chapter to ground an epistemological basis for our understanding of gender expansiveness and masculinities that challenges a cisnormative framing of gender justice in ECEC. In the second part, we draw specifically on scholars in the field who have been pivotal in elaborating what we understand to be gender expansive identities and what this means for thinking about gender justice in the early childhood classroom. In the third part, we reflect on the pedagogical implications of boyhood sissiness through a trans-informed lens and explicate its implications for understanding boys and masculinities in the early years. Finally, we draw on transgender studies-informed perspectives on masculinity which call for ‘de-essentializ[ing] masculinity as grounded in a cis-male body’ (Gottzén & Straube, 2016, p. 217) and explore their implications for re-envisioning masculinities as a gender-transformative project in ECEC.

Public health measures implemented early in the COVID-19 pandemic brought the idea of essential work into the public discourse, as the public reflected upon what types of work are essential for society to function, who performs that work, and how the labour of essential workers is rewarded. This chapter focusses on the rewards associated with essential work. The authors develop an intersectional lens on work that was officially deemed essential in 2020 to highlight longstanding patterns of devaluation among essential workers, including those undergirded by systemic racism in employment and labour law. The authors use quantitative data from the CPS-MORG to examine earnings differences between essential and non-essential workers and investigate whether the essential worker wage gap changed from month to month in 2020. The authors find that patterns of valuation among essential workers cannot be explained by human capital or other standard labour market characteristics. Rather, intersectional wage inequalities in 2020 reflect historical patterns that are highly durable and did not abate in the first year of the global pandemic.

This chapter provides a close reading and critical analysis of work by two New York City-based Afro-Dominican artists, Joiri Minaya (1990) and Josefina Báez (1960). The author argues that Báez' “Carmen FotonovelARTE” (2020) and Minaya's “Containers” series (2015–2020) play with the trope of repose and mixed-race beauty to chart pathways of Afro-Latina representation that are shaped by yet that radically challenge the colonial script of the mulata. The artists create a space of refusal that transforms repose into a powerful site from which to articulate, problematize, and dismantle oppressive, reductive systems of representation.