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At the time that the first edition of What’s Race Got to Do with It was published (2015), many on the left were struggling to both fight back neoliberal education reforms—such as charter schools, school closings, high-stakes testing—understand how these reforms were defined, and how they circulated through the entanglements of race and class. In the years since, we have seen the accelerated growth of social movements push back against this logic. The steady and grounded work of those fighting back neoliberal education reform has increased the visibility and critique of privatization, market-based reforms, and segregation; demonstrating the interlocking connections between racism and capitalism. We have also seen the election of Donald Trump to the office of U.S. President and the appointment of Betsy DeVos as Secretary of Education, signaling an intensified attack on public education (alongside other public infrastructures) and a return to "racism as we knew it." As neoliberal multicultural reforms that defined the Obama administration are rolled back, this new edition of What’s Race considers how we might sharpen our analysis concerning what we are working to defend and what we are working to transform. Each chapter author tracks the changes and continuities of recent years, revealing the ways in which market-driven education reforms work with and through race, and sharing grassroots stories of resistance to these reforms. We hope that this book will continue to provide readers with a guide to action that emboldens our struggles for justice.

Intersectionality of Critical Animal Studies: A Historical Collection represents the very best that the internationally scholarly Journal for Critical Animal Studies (JCAS) has published in terms of articles that are written by public critical scholar-activists-organizers for public critical scholar-activists-organizers. This move toward publishing pieces about engaging social change, rather than high-theoretical detached analysis of nonhuman animals in society, is to regain focus for liberation at all costs. The essays in this collection focus on intersectionality scholarship within the realm of Critical Animal Studies, and discuss issues related to race, gender, disability, class, and queerness. Not only are these articles historically significant within the field of Critical Animal Studies, but they are integral to the overall social justice movement. Intersectionality of Critical Animal Studies: A Historical Collection should be read by anyone interested in the Critical Animal Studies field, as we consider them to be classic writings that should be respected as foundational texts. There are many interesting and innovative texts, but these are historical, not only because they were published in JCAS, but because they were among the first to publish on a particular intersectional issue.

Now more than ever, students need support. To meet their needs, educators should encourage their students to break from the mainstream by inspecting their experiences, and therefore expressing their own values. This endeavor will lead students to make choices that are best for themselves and others. It is important to support students in both relating and connecting to society, and to have hope and joy for meeting the day full on.

Educators need to give their students the opportunity to reveal their life histories, experiences, perspectives, and expectations in ways that are themed with the educators' class curriculums. Doing so will naturally build inter-subjectivity. Increased inter-subjectivity leads to meaningful relationships and higher achievement. In turn, this will lead to stronger social relatedness and connectedness.

The purpose of Building, Maintaining, and Repairing Classroom Relationships is simple: to quickly build classroom relationships in a metaphorical, colorful, and creative way. This can be accomplished by theming curriculum with phenomenology, experience, and values clarification (PEVC) strategies. This book is set up in a concrete, sequential, and linear fashion, and is designed to meet the needs of a variety of educators and leaders. It is arranged to be browsed for quick reference for teachers who are busy and need relationship building strategies, fast.

Liberation in Higher Education introduces and expands on the notion of Endarkened Feminist Epistemology (EFE) based on a qualitative case study of Cynthia B. Dillard and her students as well as the white researcher and author, Sarah Militz-Frielink, as she became transformed through her research in higher education. Dillard, who created EFE as a teaching and research paradigm in 2000, grounded it in several frameworks: Black feminist thought, standpoint theory, the tenets of African American spirituality, and the work of Parker J. Palmer on non-religious spirituality in education. The book delves into EFE’s origins and students’ meaning-making experiences with EFE—including related themes such as healing, identity development, cultural histories, spirituality, and the evolution of the phenomenon over time. This book also includes a chapter in which Militz-Frielink applies EFE as a methodology to herself, which is one of the recommended practices of EFE as a research tool. Liberation in Higher Education concludes with implications and recommendations for practitioners, particularly white practitioners in higher education who work with African American students in predominantly white institutions.

Viele bisher erfolgte Einführungen von lernfeldorientierten Lehrplänen schöpfen das unterrichtsbezogene Potential des Lernfeldansatzes an den Berufsschulen meist nicht aus. Ausgangspunkt der vorliegenden Untersuchung ist die Anpassung des bisher fachsystematischen Lehrplans im Ausbildungsberuf Landwirt in Bayern an das Lernfeldkonzept. Neu an dem gewählten Implementationsansatz ist die umfassende Vorgehensweise, bei der die Autorin durch eine kontinuierliche wissenschaftliche Begleitung einen exemplarischen Prozessablauf für Lehrplanimplementationen entwickelt, fördernde Maßnahmen diagnostiziert und Unterstützungsstrukturen für eine externe Begleitung erarbeitet.

The teaching of English in multilingual contexts such as Zimbabwe, where English is often not the primary language of the Black majority public school student population, is a highly contested issue. Though generally considered as necessary in an increasingly globalized, English language dominated world, this conventionally Eurocentric, elitist-oriented English education system is imbued with colonialist discourses that tend to shape and complicate educators’ understandings about the place of diverse sociocultural backgrounds, ethnic-identified indigenous languages, indigenous knowledge systems, and differently abled learners within its conventional structures.

In Teacher Stories, the author utilizes postcolonialist theoretical lenses and a poststructuralist-inflected narrative inquiry approach to self-reflexively analyze her impressions of three veteran Zimbabwean teacher educators’ interpretations of what they understand to be their experiences of learning and teaching English.

The purpose of this research is to provide English education scholars and policy makers with some insights into what veteran Zimbabwean English teacher educators perceive as the efficacies and challenges of implementing policy-mandated inclusive education pedagogical practices. Since English teacher educators’ perspectives are a much under-researched area of English in a Zimbabwean context, this study makes a meaningful contribution to the international field of English education.