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This paper examines the concept of class, the role power plays in defining class structures,and the implications of this process of construction within the context of food consumption. Both power and class are embedded in historical frameworks that this paper explores through an ethnographic analysis of the Farmers’ Market in Lexington, Kentucky. The research raises questions on the definitions of nature and organic food, the role of the economy within this process of defining, how these definitions come to serve as an embodiment of power, and the consequences for those who can afford neither organic food, nor the lifestyle that has come to accompany it. In addressing these questions, this paper seeks to historicize the construction of the organic food industry by exploring a more fluid, rather than essentialist, approach to the subjectivities that emerge within the industry while providing a context for exploring the otherwise limited perceptions of class and organic food. Through an anthropological lens, this paper attempts to deconstruct the Farmer’s Market, organic food, culture, and class-driven inequalities.

Acknowledging that our professional development (or methods course) was not going as well as we had hoped was difficult. However, knowing what to do and correcting the problem was even more challenging. This article explains how we engaged teachers in helping us rethink our video club by listening to and acting on their ideas. Through "coffee chats" with teachers during our video club professional development, we received advice on what (and how) to change and what to keep. That advice led to a guide to future video clubs and principles for professional development.

When given the opportunity to play with mathematical materials and ideas, children demonstrate their mathematical understanding in innovative ways. The open-ended nature of the "Pattern Blocks" activity provides agency for children to decide how to approach the tasks, ways to differentiate beyond more common pattern-block puzzle choices, and opportunities to demonstrate a variety of content and practice standards. Although the examples for this article were from a kindergarten classroom, we believe that similar opportunities at any grade level may provide a chance for young mathematicians to employ their imaginations and thereby demonstrate what they know.