Vol. 16 No. 4 (2025)

View Vol. 16 No. 4 (2025)

DOI: https://doi.org/10.14288/ce.v16i4

Published: 2025-11-18

Articles

Empowering Students to Be Changemakers Activist Pedagogy in a Democratic School

Crystena Parker-Shandal

1-28
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The Future of Equity, Diversity, and Inclusion (EDI) in Education Keep, Reform, or Dismantle?

Ardavan Eizadirad, Gerald Walton

29-43
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Teachers’ and Students’ Perceptions of Learning Decision-Making and Democratic Participation in School A Case Study in Catalonia

Clara Gallart , Jordi Castellví

44-64
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Educational Outcomes of Indigenous Students Living in Remote Reserve Communities Complex and Multifaceted Indigenous Poverty

Kristen Anderson, Saiqa Azam

65-87
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"Fail Fast" The Discourse of Quality Research Perpetuated by Leadership at The Institute of Education Sciences

Jacob Bennett, Vonna Hemmler

88-96
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Investigating Education, Class Antagonisms and Solidarity: Toward Critical Humanist Democratic Societies

Critical Humanism and Problems of Change

Arturo Rodriguez, Kevin R. Magill

97-102
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The Emergence of Narrative and the Discovery of Humanism Curriculum and Research Lessons from the Italian Renaissance

Saville Kushner

103-128
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“More beautiful and more terrible than anything anyone has ever said” 9/11, BLM, and the creation of an American identity

Joanna Batt, Michael L. Joseph, Anthony L. Brown

129-143
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Meet-and-Defer The Rhetorical Unmaking of Graduate Academic Labor at the University of Maryland

Samuel DiBella

144-161
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Book & Media Reviews

A Sociopolitical Agenda for TESOL Teacher Education, by Peter I. De Costa and Ozgehan Uştuk (Eds.), Bloomsbury Academic, 2023, 208 pp., $ 108, (ebook), ISBN 9781350262850

Hossein Davari, Saeed Nourzadeh

162-167
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Interviews & Dialogue

Global Pedagogy and the Question of Palestine A Dialogue

Linda Herrera, Michael A. Peters

168-183
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