In compiling this special issue, we sought to not just share what is being done, but also showcase who is doing the work in teacher preparation. The process of editing this special issue was one of both learning and unlearning, and we are grateful to have had the opportunity to dig deeper into what it means to truly disrupt. We thank each of the authors for their willingness to be vulnerable and participate in making this special issue what it is. We are hopeful that the varied perspectives and approaches represented in the articles included here serve as both an inspiration and model for meaningful change. Finally, we offer this special issue as a call to action for educators across the entirety of the educational system. In a time of uncertainty and unrest, we have the opportunity and responsibility to do differently and do better.
This review provides a broad discussion related to how the authors of Timeless Learning: How Imagination, Observation, and Zero-Based Thinking Change Schoolsspeaks to ongoing institutional practices that limit and oppress learner’s leadership, imagination, and self-exploration. The book’s focus on the biodiversity of learning is highlighted within the review as a necessary strength to the humanization of students and to seeing the value of student-driven learning.
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