ABSTRACT This article theorizes emancipation literacies as a framework for how Black and Brown youth reimagine their lives in and beyond schooling. Stemming from a classroom exchange that revealed tensions among emancipation, liberation, and freedom, the authors argue that emancipation is a self‑directed, ongoing practice rather than a status granted by institutions. Grounded in Black intellectual traditions such as Marcus Garvey, Bob Marley, W. E. B. Du Bois, and Critical Race Theory, the framework centers visibility, identity, voice, the Black radical imagination, knowledge and power, and redemption. Drawing on qualitative research in classrooms in Jamaica and North Carolina, as well as fieldwork with youth at a Black Lives Matter protest in the Rust Belt, the article illustrates how emancipation literacies operate across educational and community settings. It offers guidance for educators seeking to honor lived experiences, disrupt imposed narratives, and support youth in imagining futures rooted in dignity, agency, and possibility.

ABSTRACT Feedback is a significant element in the supervision process; yet, teachers rarely receive content-based feedback from their supervisors. As mathematics education continues to advance and encounter emerging challenges, the role of effective supervision becomes more crucial. We highlight the importance of content-specific supervision and feedback in the development of mathematics pre- and in-service teachers. We apply pedagogical content knowledge, developmental supervision, and reflective theory to illustrate how supervisors can provide meaningful and actionable feedback to mathematics teachers.

ABSTRACT This article reviews the importance of Culturally Responsive Instructional Supervision (CRIS), a key pillar in Culturally Responsive Educational Ecosystem (CREE), bridging the gap between Culturally Responsive Teaching (CRT) and Culturally Responsive School Leadership (CRSL). CRIS offers a framework for equity-oriented instructional feedback that centers sociocultural identities of students and addresses opportunity and achievement gaps in education systems. Using classroom observations and supervision (i.e. instructional leadership) practices, CRIS supports asset-based pedagogies, cultural competence, and critical consciousness development. Specifically, CRIS can be operationalized through peer feedback structures, AI-enabled tools (e.g. VSorts™ AI), observation protocols, and differentiated professional development. Emphasis is placed on transforming theory into actionable strategies that resist Eurocentric norms and foster inclusive, emancipatory educational outcomes. As education in the United States (US) faces legal and political barriers to equity, CRIS provides an essential model for ensuring the implementation of culturally responsive instruction that reflects and supports the lived experiences of minoritized students. Ultimately, CRIS reimagines instructional supervision as a lever for systemic school transformation.

ABSTRACT As transnational scholars with Korean, Chinese, and Nepali heritage in language and literacy education, we are committed to documenting and centering the unique linguistic, cultural, and experiential knowledge that Asian immigrant children possess and the ways they mobilize it across countries. In this article, we invite educators and researchers to join efforts in challenging epistemic injustice against Asian immigrants and moving toward transnational solidarity. We explain historical and contemporary manifestations of epistemic injustice that shape Asianized educational experiences, then present the concept of transnational funds of knowledge as a counterstory to it. We illustrate what we have learned about Asian immigrant children’s and families’ transnational funds of knowledge through our research in various contexts, including home, regular school, after-school programs, communities across geographic borders, and digital spaces. Finally, we discuss how educators can build on Asian immigrant children’s and families’ transnational funds of knowledge in classrooms and beyond.

ABSTRACT As generative artificial intelligence (GenAI) continues to reshape higher education, instructors need effective, accessible professional learning opportunities to enable them to make informed, intentional decisions about whether and how to integrate GenAI into their teaching. Educational developers are well positioned to meet this need. This article describes a multifaceted, scalable approach to pedagogical support for instructors across disciplines and institutional contexts. By combining synchronous and on-demand offerings — including research teams, workshops, learning communities, and open-access resources — we demonstrate a variety of ways that educational developers can build instructors’ pedagogical skills and AI literacy. Through these efforts, instructors are better prepared to navigate the AI-enabled education landscape. We discuss the benefits and challenges of these approaches to professional learning, offering insights so that others tasked with professional development for educators can adapt these strategies to their own contexts.

ABSTRACT This article explores innovative strategies for educators to harness the potential of generative AI in writing instruction. Specifically, it focuses on pedagogical approaches teachers can use to help students navigate the complex landscape of AI while supporting their creative and critical thinking and instilling a firm ethical foundation in using AI. We anchor the strategies in the well-established educational theory of cognitive apprenticeship.

ABSTRACT As of 2022, youth incarceration rates in the United States have fallen to a record low with less than 30,000 youth detained in juvenile correctional facilities. Given this drastic decrease, juvenile practitioners have an unprecedented opportunity to help further lower the number of youths in custody by rethinking their approaches to juvenile court schooling via the teaching and learning practices teachers, school leaders, and juvenile practitioners enact. As such, we see teachers, school leaders, and juvenile legal practitioners as important change agents who can help remediate young people’s relationships to schooling and learning. While the focus is primarily on improving the learning conditions that youth experience while incarcerated, it is also important to invest and support the teachers responsible for creating the conditions for students to thrive. This article offers practical recommendations for improving the teaching and learning conditions for both teachers and students in juvenile court schools.

ABSTRACT State takeovers of public-school districts are a controversial method to help fix struggling schools across the United States. This article considers the reasons behind takeovers, their effects on schools and communities, and both the positive and negative aspects of state involvement. We examine various state laws and specific examples from 3 Texas public school districts to understand how takeovers influence school performance, community participation, and district operations. Additionally, we consider the role of factors like socioeconomic conditions and political climate in determining the success of state interventions. Our goal is to contribute to the ongoing conversation about whether state takeovers are an effective solution for the complex challenges facing underperforming schools and school districts. To that end, we conclude by offering recommendations for future policy development and implementation.