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TribalCrit permits the recognition of colonization as pervasive in our American society impacting all aspects of our societal structures, including the educational system. Forced boarding schools for Native learners touted the goal of “Kill the Indian, Save the Man” as the mission of education in the United States, leaving an indelible strain between Native learners and the US educational system. Research from Native American scholars offers classroom instructional practices and strategies that support inclusive experiences based on truth and acknowledgment of racial and political liminal spaces. Implementing these strategies begins with informed lesson planning to ensure engagement in the instructional core between teacher, student, and content.

Although special education was built upon the foundation of the Civil Rights Act of 1964, the discrimination that many racialized students receiving special education services experience cannot be denied. Many culturally, ethnically, and linguistically diverse students receiving special education services encounter labels that perpetuate racism and ableism and lead to inequitable access to services and resources necessary for more positive postsecondary outcomes. By honoring intersectionality and dismantling the singular identity, educators can become change agents and shift the historic oppressive narrative to create a system of empowerment as these individuals transition from transitional kindergarten to age 21 special education programs (TK-21) schools into adulthood.

The Whole Child Initiative (WCI) was developed over the past 15 years as a blueprint to promote long-term development and success of all children, as well as their families and communities. This chapter describes three aspects of the WCI model: (a) the need for a public health approach to sustainable, communitywide change targeting the whole child; (b) a clear, future-oriented vision for equipping educators, caregivers, and service providers with the skills and attitudes required to deliver high-quality instruction; and (c) the infusion of social and emotional learning practices to transform environments in which youth live and play. We provide examples of how schools, communities, and families can come together to create a common culture fostering stable and nurturing relationships essential for enhancing youth well-being. We close with recommended “super strategies” – low-cost, simple, and effective practices that can be broadly implemented to keep every child healthy, safe, engaged, supported, and challenged in the community at large.

This chapter focuses on two aspects of the achievement gap – underachievement and low achievement among Black males in urban school contexts. More specifically, the authors explain several problems/issues confronting Black male students in P-12 gifted and talented, advanced placement, and special education programs, along with the school-to-prison pipeline – inequitable discipline in the form of suspensions and expulsions. We parse underrepresentation and overrepresentation for this student group. A central part of this discussion is grounded in the achievement gap literature on Black students in general with implications for Black males in particular. Another fundamental aspect of this discussion is the need for educators to adopt an anti-racist (social justice or civil rights) and cultural competence approach to their work, which means being equity-based and culturally responsive in philosophy and action. Suggestions for closing the achievement gap and otherwise improving the achievement of Black males are provided for educators. We also compel educators to go beyond talking about equity by setting quantifiable equity goals for minimum and maximum percentages (and numbers).

In contextualizing critical race theory (CRT), this chapter utilized prismatic inquiry to analyze a researcher–participant's story at different levels in education through a DisCrit lens, offering the “what, why, and how” of DisCrit as an analytical tool important to the everyday lives of educators and students. Using prismatic inquiry and a DisCrit lens, the anecdotal experiences of an educator were gathered, transcribed, examined, and analyzed. Lessons from this educator's experiences that emerged were aligned to existing research literature, viewed and further analyzed through a DisCrit lens, and synthesized to offer insights in improving the training of current and future educators, classroom teachers, and school leaders.

The authors discuss the challenges and successes in implementing a peer reference service model in a community college library.

The authors present a case study about the development of a peer reference service at a community college library. The article includes a chronological overview of the program, a brief literature review, the authors’ own observations, interviews with student employees, comments from librarians working with the students and reference service data. They reviewed local reference service data, conducted a limited review of the literature, interviewed librarians at a university with a peer reference assistance program and incorporated their own observations to create the Pellissippi Ambassadors for Library Success program.

Findings suggest that peer reference services benefit student employees, student researchers and librarians.

The article does not include a comprehensive literature review.

The study discusses peer reference services in a community college library setting and can be of use to librarians implementing peer reference services.

There are several connections between education and disinformation, including the association between years of schooling and vulnerability to unfounded hypothesizing. The purpose of this paper is to inquire into a competing explanation: political leaders might be exploring powerful teaching and learning strategies to disseminate agendas based on baseless assumptions, exploiting human’s tendency to generate robust theories even with incomplete or incorrect information.

The authors analyzed ten videos published online by a highly partisan YouTube channel. The footage contained informal encounters between former Brazilian President Jair Bolsonaro and supporters in front of his official residence. The team sought to answer two research questions: Do Mr Bolsonaro’s discursive moves include activators that lead the audience to understand that they are theorizing and reaching conclusions “on their own?” Does Mr Bolsonaro’s audience follow those clues and mention politically motivated hoaxes and conspiracy theories in their comments? This paper draws on perspectives from the field of educational research to investigate the mechanisms used by the president to shape public opinion.

The authors found evidence of the employment of elements akin to classroom discourse in the dialogues led by Mr Bolsonaro. Specifically, different types of rhetorical questions are present to a substantial extent in the data subset analyzed for this paper.

This work offers an alternative perspective to analyzing disinformation. By drawing from established literature from education research, this paper departs from facile explanations that take for granted the lack of intelligence of the audience. Conversely, it argues that popular, if not powerful, teaching and learning strategies might play an undesired role by shaping individuals’ cognitive processes to create robust, internally consistent theories about the world using flawed assumptions and incorrect “building blocks.”

The purpose of this study is to investigate the differences between labour market requirements in the United Arab Emirates (UAE) in the 21st century and university graduates’ level of knowledge, skills and aspects of competence (KSAs) qualification benchmark.

The study used a discourse analysis methodology, which is a qualitative and interpretive method of analysing texts. The content for the analysis was extracted from Scopus, Ebscohost, Proquest, Google Scholar, Web of Science, news, publications, thesis papers, dissertations and other research papers. A narrative approach for analysing the content was adopted.

The findings reveal that new graduates often encounter difficulties in searching for jobs due to a lack of awareness of how to conduct an employment search that best aligns their KSA with the requirements and needs of the labour market. The study concludes that to increase the employability of graduates, higher education institutions should reduce the KSAs gap by collaborating with the private sector and providing students with relevant, industry-based job experience before graduation.

This study investigates the gap between graduate KSAs and labour market requirements in the 21st-century UAE. The findings of the study encapsulate the weaknesses and shortcomings of the current educational systems amid the reform agenda in the UAE. It also deliberates upon the state-of-the-art recommendations regarding making the country a knowledge-based economy and society.