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Departing from the view that learning is a linear progression, we argue that through the lens of cultural historical activity theory (CHAT) and cultural logic, teacher learning research can be advanced. Applying these two constructs to a collaborative autoethnography of two emerging scholars' transnational teaching and learning experiences in the US and South Korea we argue that implicit and explicit norms in a culture influence the process of "becoming teacher" in the Korean context. Findings suggest that socio-cultural elements of implicit beliefs and norms outside of schools are linked to teacher learning inside schools, thereby suggesting that teacher learning at the micro-level needs to be understood alongside meso-level artefacts and macro-level factors in the complex process of "becoming teacher." This study supports the view that becoming teacher is nonlinear and culturally situated.

This paper critically analyzes gap discourses in student learning, starting from the achievement gap, education debt, and opportunity gaps, applying the lens of coloniality, racial-capitalism, and modernity (CRCM). Gap discourses are the prevalent rationale behind educational policies and school reforms globally. Specifically in the United States, achievement gap discourses contribute substantially to the educational framework that minoritized students (students of color) are inherently – intellectually and academically – behind White students. This paper will show the pervasive power of achievement gap discourses and their influence on school policy, practices, and norms. Additionally, we highlight how some of the most formidable achievement gap critiques fail to grasp the power of gap discourses. In some cases, these critiques end up reifying White supremacy ideologies. We propose a decoloniality framework or a layered and multi-disciplinary response to help re-think the entire gap discourses informed by White supremacy. [ABSTRACT FROM AUTHOR]

This research examines how visual representation of social media influencers affects perceptions and attitudes toward influencers and their persuasive messages. Using the theoretical frameworks of the Stereotype Content Model (SCM) and the Behaviors from Interpersonal Affect and Stereotypes (BIAS) Map, Study 1 demonstrated that influencers with broad smiles were perceived as warmer and more competent and evaluated more positively than those with closed smiles. Study 2 revealed that warmth and competence judgments led to admiration toward the smiling influencers, which in turn resulted in positive attitudinal and behavioral responses to their persuasive messages. By investigating the mediating effects of judgments and emotional responses toward influencers, this study reveals social cognitive mechanisms underlying psychological processing of influencer messaging. [ABSTRACT FROM AUTHOR]