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In this manuscript, we revisit data from a 9-month ethnographic study that examined whiteness in early childhood. Specifically, the study explored the epistemological and ontological reality of three young white children and how they learned to conflate ethnocentric love with whitewashed justice through the lens of their religious upbringing. We theorize how such epistemological and ontological realities of religious ideologies potentially shape the pedagogies of educators who identify themselves as white Evangelical Christians (a demographic that represents over one-third of the total teaching force in the United States). Finally, we suggest how learning from black theologies could offer a way to expand notions of biblical love and justice to encompass those that are rooted in agency, social justice, and explicit attention to systematic oppression.

In this manuscript, we (a racially diverse team of teacher educators) describe a study that reveals how five white faculty members in a large urban college of education experienced a two-day workshop on antiracism offered by a local antiracist coalition and the impact of the workshop in relation to their roles as teacher educators with a commitment to learning about and enacting antiracist pedagogies. Using qualitative methodologies including semi-structured, one-on-one interviews, we offer an underrepresented view of the tensions and possibilities of faculty learning to challenge whiteness in the academy by building antiracist pedagogies into their teacher education courses. In conclusion, we provide a series of recommendations to teacher educators who work in programmes committed to enacting antiracist pedagogies.

In this manuscript, we argue that the increasing use of reductive tools born out of neoliberal reforms in education, such as "The Framework for Teaching," a tool for teacher evaluation credited to Charlotte Danielson, limits the possibilities for emergent, improvisational teaching. We consider the broader political landscape of the last 25 years to suggest that "The Framework for Teaching" illuminates a preoccupation in education with so-called measurable results in ways that hurt teachers while advancing political agendas and profiting private corporations. Next, we rely on storytelling methodology to critique the framework and offer alternative ways of thinking about teacher evaluation. Ultimately, our critique intends to prompt more humane understandings of teacher evaluation, thereby permitting and engendering improvisational pedagogies.

In this essay, told from my perspective as a white woman, I spend time critically analyzing the caricatures of racist white women as I hold them up against stories of actual white women. My goal is illuminate how stereotypes of white racist women serve as a normative yardstick for the construction of another kind of white woman: the antiracist one. Aspiring antiracist white women spend much time in search of white racist women embodied in such stereotypes. They search for them to learn how to be and how not to be. Ultimately, this is a distraction from the actual work of antiracism, which relies on relationality and intimacy. I argue white antiracist women would be better served to banish these stereotypes so our time can be spent -- not in search of them to measure ourselves -- but with our own complexity, inner conflicts and distorted psyches. Until we do that work, antiracist white women will be little help to racial justice movements.

Purpose: This review systematically analyzed BID among young women of developing nations after these women's consumption of Western media. We explored changes in women's exposure to Western media alongside changes in body image dissatisfaction and eating disorders. Reoccurring themes of internalization across populations of women are discussed. Method: Multiple databases were used in our search for relevant research which included information on body image dissatisfaction, eating disorders, Western media, and the experiences of young women. Ultimately, given the extant research and specific interests of the current study, body image dissatisfaction was explored within the following ten nations: Turkey, India, China, South Africa, Belize, Zimbabwe, Malaysia, Iran, Oman, and Fiji. Results: Many of the identified research studies included "secondary and post-secondary students as their sample." Results lend further support for the association between Western media and body image dissatisfaction and eating disorders across cultures and developing nations. Internalizing thin ideals into a woman's current cultural beauty schema, her amount of exposure, and her socioeconomic status emerged as important predictors of body image dissatisfaction. Implications for Research and Practice: Results of the current study suggest that young women of developing nations may associate the thin ideals portrayed in Western media with financial success. This association warrants further exploration and could inform more culturally sensitive interventions. An attempt to understand the importance of cultural differences and similarities would be a progressive step in identifying appropriate mechanisms on which interventions might act to prevent internalizing harmful aspects of the beauty ideals presented in Western media.

Twitter is a valuable resource for research because of its potential to provide insight into public opinion as well as to identify the most influential sources of information. Mixed-methods exploratory analysis was used to evaluate the discourse on Twitter regarding gifted education. The results of the quantitative analysis of the matrix of connections using NodeXL Pro indicate that gifted education Twitter is a cohesive network and that the top influencers are organizations and educational consultants. Sentiment analysis using Linguistics Inquiry and Word Count (LIWC2015, Pennebaker et al., 2015) software indicates that tweets related to gifted education have a mix of positive and negative emotive tone. The qualitative analyses suggest that gifted education professionals and parents engage in Twitter in similar ways to what has been described in past research: to share interesting articles and videos, to discuss current issues, promote one's ideas, and seek opportunities.

Language play is a key component of many children's popular graphic novels. The authors analyze the sound and word play in Dav Pilkey's illustrated Captain Underpants series. They argue that Pilkey's literary devices fall into two main areas of hyperbole and linguistic creativity and that Pilkey's language shifts the reader into a carnivalesque play frame. In Pilkey's work, the use of language contributes to a humorous disconnect between a real word and its distorted counterpart and between real worlds and a parallel sphere of hyperbolic pretend play

Concerns about the replication crisis and unreliable findings have spread through several fields, including education and psychological research. In some areas of education, researchers have begun to adopt reforms that have proven useful in other fields. These include preregistration, open materials and data, and registered reports. These reforms offer education research a path toward increased credibility and social impact. In this article, we discuss models of large-scale collaborative research practices and how they can be applied to education research. We discuss five types of large-scale collaboration: participating teams run different studies, multiteam collaboration projects, collaborative analysis, preregistered adversarial collaboration, and persistent collaboration. The combination of large-scale collaboration with open and transparent research practices offers education researchers opportunity to test theories, verify what is known about a topic, resolve disagreements, and explore new questions.

This conceptual framework investigates the symbol of the castle in the American imagination as one site of memory that contributes to white supremacy through childhood play. The authors conceive of long-form improvisation in relation to childhood play to imagine new pedagogical installments that might teach children to resist the hegemonic symbol of the castle.

The purpose of this article is to describe and report on how a group of teacher candidates used technology to create multicultural texts which integrated literacy and social studies. To meet this purpose, the authors briefly describe the objectives of the assignment, examine 41 teacher candidates' perceptions of the assignment, and discuss media authorship technologies that educators can use for the creation of multicultural digital texts. The Multicultural Children's Literature Text assignment is an example of technology-enhanced, project-based learning. While this assignment can be modified for the K-12 classroom, it was designed for teacher candidates preparing to become elementary and middle school teachers. The authors used a mixed-methods research design to investigate the 41 teacher candidates' perceptions of the process of creating and publishing their Multicultural Children's Literature texts. The authors collected quantitative data with a Likert-scale survey. The survey was designed as a 19-item pre- and post-questionnaire that included questions about media authorship, integration, and multiculturalism. Qualitative data were comprised of teacher candidates' open-ended responses on the questionnaires as well as artifact analysis of their actual children's literature texts. Descriptive statistics were utilized to analyze the Likert-scale survey questionnaire. Three themes emerged from this study: (1) Teacher candidates developed greater confidence about including multicultural texts in their future classrooms; (2) Teacher candidates developed greater aptitude and skills for creating multicultural texts with the aid of technology; and (3) The assignment equipped teacher candidates with a greater awareness of the creation and inclusion of multicultural texts in their future teaching practice. As the findings show, the Multicultural Children's Literature Text assignment made a significant impact on the teacher candidates who participated in this study. Not only did the candidates become more skillful with using technology for media authorship, but they also become more committed to utilizing multicultural and diverse texts in their future classrooms.

This essay details what we, three White teacher-researchers, learned about how one class of fourth grade children interacted with signs such as castles, forts, and walls through a three-day improvisational workshop aimed at fostering critical literacy skills. Theories and methods of improvisational theatre offer a distinct way to approach critical literacy, especially the racialization of particular signs and symbols. Although we do not explicitly take up race with the children in our study, our work contributes to the broader field of critical Whiteness studies because we conceptualize forts, castles, and walls as symbols of racial power in the imagination. Castles, forts, and walls are pervasive signs for children in the United States and, subsequently, inform the ways children imagine themselves in social hierarchies prevalent in the U.S. Using qualitative methodologies, we collected and analyzed field notes, interviews, and audio/video recordings of the workshop to construct patterns in our data. We present findings of how the children interacted specifically to one symbol at length - the castle -- because of its salience in the data. Although our findings are only tentative due the short duration of the study, we believe they will generate new insights for future research in critical literacy.

Media companies are often accused of having too much power. But what sort of 'power' do they have? In this essay, I offer an account of one crucial form of media power: the power to change a person's beliefs. Such power is possible when the person gets most of their information on a given topic from one media company--that is, when the person has fallen within what I call an epistemic funnel. A company exercises this power by severely skewing the information pools of persons within their funnel in favor of or against certain viewpoints. I claim that exercising this form of power, like exercising coercive forms of power, subverts the target's agency. It does so not by thwarting the target's plans but by undermining their epistemic rationality, i.e., their ability to form justified beliefs. The latter, I argue, requires reviewing evidence from multiple and competing viewpoints. Thus, to contain this form of media power, measures should be taken to diversify media consumers' evidence pools., TABLE OF CONTENTS I. MEDIA AND EPISTEMIC FUNNELS 877 II. A BASIC EPISTEMOLOGY OF EPISTEMIC FUNNELS 879 A. Consultation of Balanced Sources 880 B. Consultation of Balanced Filterers 884 C. [...]

'What do you notice about this picture?' I asked my first-grade class while analyzing a painting of the Second Continental Congress one afternoon in May. A white girl raised her [...]

Schools exist to educate, yet the emphasis on age-based, grade-level standards fails to account for the wide range of academic readiness that exists in every classroom. Special education programs exist to meet student needs; gifted education should be no different. The authors, all gifted education researchers, present a vision for a model of gifted education that is aligned with Response to Intervention and personalized learning. At its heart, it is concerned with addressing the real-time academic needs of every student, with the ultimate goal of maximizing the learning of every student.