The purpose of this multiple case study was to describe the experiences of graduate education faculty of varying racial/ethnic backgrounds, learning to navigate difficult discourses on race effectively over time. The study employed positionality as a theoretical framework. Findings indicate that faculty balance what we refer to as strategies of self in a bid to work through difficult race talk. In turn, their practice may hold strong potential for influencing a fresh and more holistic approach to engaging in classroom race talk.

Inspired by true events, this case presents how the Northwestern Elementary leadership team confronts the challenges of deficit thinking on their campus. An action research study uncovers a glaring lack of cultural responsiveness in practice, concerning Black and Hispanic students. Motivated by these findings, Anne, a White principal and Myra, a Hispanic assistant principal, begin the first of several workshops on culturally responsive classrooms. However, they quickly discover surprising guests—their own challenging emotions, evoked by dialogue Anne initiates with staff—and disturbing emotional reactions from several staff members. How can they lead for social justice with these feelings?

In this collaborative autoethnography, two immigrants interrogate their evolving self-definitions as Black women in the U.S. academy. Using a variety of data sources, they uncover several commonalities and differences in their experiences which have coalesced into a four-part model in their journey towards a different construction of Black identity: positioning themselves in the Black box, apprehending their outsider-within positionalilty, navigating the "us/them" to "we" switch, and integrating a different construction of Blackness while remaining true to their cultural/ethnic identity. In elaborating on these themes, they critique the journey towards apprehending minority identity status for people like them.

This qualitative case study examines how students in a high school newcomer program experience the development of social and cultural capital. Newcomer programs are created by K-12 schools with large influxes of refugees and immigrants.  This case study data stems from a larger ethnographic study of a newcomer program at Georgetown High, an urban secondary school in the Northeast region of the United States. Using Bourdieu’s (1986) social and cultural capital theory as a framework for the study we provide an overview of the literature on the importance of helping newcomers build social and cultural capital. Themes arising from the data as representations of the experiences of newcomers building capital and the role of the teacher in that development is explored further. The paper concludes with a discussion of implications of the case for research, policy, and practice.

This qualitative study explores perspectives of U.S.A.-based science communication researchers and practitioners who attended a symposium focused on advancing inclusive science communication (ISC). ISC is a growing global movement that aims to center equity, inclusion, and marginalized perspectives in science communication. Findings underscore the complexity of systemic barriers to ISC, the critical need for resource sharing and network building, and the importance of evaluation frameworks. The authors also highlight critical dialogue as a strategic tool that might help support intentional, reciprocal, and reflexive practices in science communication.