This study explores cogenerative dialogues as potential spaces for supporting active participation among Latina students in science courses. I collaborated with two high school science teachers to enact cogenerative dialogues with five Latina students, each of whom had previously self-identified as reluctant class participants. Using a framework grounded in educación concepts of care, personalismo, and confianza, I found that, as the students took greater part in cogenerative dialogues, their active participation within in-class activities grew in parallel. This increase in participation was mediated by several conditions of cogenerative dialogues, which collectively fostered a spirit of community, agency, and science identity.

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As political and economic systems of the world become increasingly globalized, education systems in developed nations have established standardized curriculum. Meanwhile, opposing interpretations of globalization, neoliberalism and progressivism, have inspired the growth of different paradigmatic models for global education. Grounded in neoliberalism, the human capital model views education as a means for preparing a skilled workforce; derived from progressivism, the world systems model focuses on educating individuals for global citizenship and civic participation. The purpose of this document analysis is two-fold: (1) to examine the social studies content standards of the U.S. and other developed countries to determine how globalization is presented in state-mandated curricula, and (2) to evaluate whether the depiction of globalization in each set of standards reflects a human capital or world systems model. Our findings indicate that U.S. state content standards heavily emphasize the economics of globalization; non-U.S. standards present a more holistic picture of globalization. Consequently, U.S. standards are more aligned with a human capital model of education whereas non-U.S. standards reflect a world systems interpretation. These findings suggest that students in the U.S. are prepared differently than their counterparts in other developed countries, which has implications for international relations.

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Background/Context Teacher educator development remains an undertaking that is both understudied and underavailable as an explicit professional path, despite scholarship suggesting that teacher education's transformative potential hinges on teacher educators’ pedagogical work. Purpose, Practice, & Participants This article reports on a qualitative study that explored the development of teacher educators who expressed deep commitments to educational equity for minoritized youth. Fifteen current and prospective teacher educators participated over three years in situated adaptations of two critical pedagogical approaches: Freirean culture circles, where participants engaged in critical dialogue around conflicts encountered in their teacher education work that involved issues of inequity, particularly deficit-based ideas of P–12 students and their families, and Boalian theatre (or teatro), interactive role-play where participants dramatically re-enacted these conflicts and imagined potential responses to them. This study examines the ways in which these critical pedagogical spaces facilitated participants’ development as asset-oriented teacher educators. Research Design & Data Collection This research represents an ethnographic self-study, as the authors engaged in culture circles and teatro as participant-researchers. To study these spaces of critical teacher educator development, the authors collected ethnographic data, which included semistructured interviews with each participant, field notes, and audio/ video recordings of dialogue and role-play, as well as participant written reflections. Findings/Results Through their engagement in culture circles and teatro, participants came to recognize some of the micro-pedagogies of asset-oriented teacher education, grappled with the relational dimensions of teacher learning, became familiar with possible tools of asset-oriented teacher education, and interrogated the social, political, and historical dimensions of the work. In doing so, they understood each area as linked both to specific settings and individuals and as connected to more common dilemmas that may play out across teacher education contexts. Conclusions/Recommendations While cautioning against widespread, mechanistic implementation, the authors recognize culture circles and teatro as offering special promise for the development of asset-oriented teacher educators. In particular, findings suggest that these critical pedagogies support the conditions for learning—particularly spaces that center participants’ identities and experiential conflicts—that can cultivate complex understandings about, and tools for engaging, the contingent work of asset-oriented teacher education. Such spaces seem particularly well equipped to cultivate critical understandings deemed essential for transforming the field of teacher education.

Increasingly, teacher leaders are being asked to undertake administrative practices, particularly around instructional policy implementation. Yet little is known about this approach to teacher leadership in current educational contexts or how it may support teachers' work as boundary spanners between administration and faculty. This case study explores the duties and collegial interactions of two teacher-assistant principals (teacher-APs) and examines the challenges and resources activated through their professional endeavors. Findings suggest that the teacher-APs served as consiglieres, instructional leaders, and mediators between faculty and administration. This work positioned the participants as boundary spanners, who activated resources around policy alignment but also faced substantial challenges like ambiguity, overload, and instructional trade-offs.