| Kal Alston’s co-authored Feeling like a philosopher of education: A collective response to Jackson’s “The smiling philosopher” (Educational Philosophy and Theory) explores how people of color and other minoritized identities experience higher education as educational philosophers and scholars over the course of their careers. Post-doctoral scholar, Mercedes Cannon co-authored Resisting Intersectional Disability Soul Destroying in Education Contexts: A Collaborative Autoethnography for Healing in Trauma in Adult and Higher Education: Conversations and Critical Reflections (Information Age). Cannon also published Black women’s transition at (MY) Intersections of Race, Gender, Dis/Ability and Ableism in Investing in the Educational Success of Black Women and Girls (Stylus Publishing). Beth Ferri’s co-authored chapter—Disability critical race theory as asset pedagogy (Sustaining disabled youth: Centering disability in asset pedagogies | Teachers College Press) situates Disability Critical Race Theory (DisCrit) as an asset-based pedagogy that can foster liberatory classroom ecologies and cultivate resistance against oppressive practices. Ferri also co-edited a special issue of Teachers College Record on Imagining possible futures: DisCrit as a lever for praxis in education. Nicole Fonger’s co-authored People, places, and population predictions (Mathematics Teacher: Learning and Teaching PK-12, 115) describes how two high school algebra teachers and their students examined population trends affected by the creation of a highway though a thriving African American community. Fonger also published Teaching is a journey: Toward anti-racism in practice in Mathematics Teacher, 115. In the Handbook of Research on Teachers of Color and Indigenous Teachers, Marcelle Haddix and Kimberly Williams Brown G’17 explore Students of color as architects of future designs for teacher education and research. Bong Gee Jang and co-authors wrote the introduction to the special issue of the Journal of Literacy Research. Centering Student Voice in Literacy Research focuses on ways that teachers can better leverage students’ linguistic repertoires and translanguaging practices and further develop metalinguistic knowledge and theoretical understandings. Dawn Johnson published the chapter Trauma and transformative learning: One university’s response to Black student protests against racism in Trauma in Adult and Higher Education: Conversations and Critical Reflections (Information Age). Sultan Kilinc’s A Social Justice-Oriented Analysis of Refugee Children’s Educational Experiences in Turkey (Science Across Cultures: The History of Non-Western Science) examines Turkish educational policies and practices using Fraser’s three-dimensional social justice framework. In Disability & Society, 37, Kilinc investigates Mothers of children without disabilities’ conceptions of inclusive education: Unveiling an exclusionary educational system privileging normalcy and ableism. In Little kids rock and modern band in US schools: A punk problematic (Research in Education) David Knapp and co-authors describe non-profit Little Kids Rock as a disruptive phenomenon emphasizing creativity, cultural relevance, and student-centered learning, while also reinforcing entrenched hegemonic structures. Yanhong Liu and colleagues’ Affective Representation of Early Relationships with Parents and Current Anxiety and Depression (Journal of Genetic Psychology, 183) examines the role of early relationships with parents on Chinese youths’ development of anxiety and depression. Melissa Luke co-authored Principles of anti-oppression: A critical analytic synthesis and LGBTQI+ responsive school counseling: Exemplary school counselor educators’ curricular integration in Counselor Education and Supervision and A discourse analysis of cultural humility within counseling dyads in Counseling & Development. Corrine Occhino’s co-authored Perceptual optimization of language: Evidence from American Sign Language (Cognition, 224) provides empirical support for anecdotal assertions that the phonological structure of sign language is shaped by the properties of the human visual and motor systems. Wendy Moy is co-editing a series—Singing All of Us: Restoring Relationships in Choral Communities—in the journal The Voice, focusing on ensemble singing and choral music as a tool to address racism and repair racial harm. In his essay, Why anti-racism matters (Art Education, 75), James Haywood Rolling Jr. powerfully explains why he is an antiracist art educator, concluding that “We can do and be better.” In Stigma, help-seeking, and counseling with African American male college students (Journal of Counseling & Development, 100) Derek Seward, Yanhong Liu, Melissa Luke, and their colleague find that public and self-stigma influence whether Black male college students seek counseling. George Theoharis’ co-authored Strengthening equity work in the face of opposition (Educational Leadership, 79) identifies five effective practices for equity-based leadership in the context of fearmongering around teaching critical race theory in schools. Qiu Wang’s study—Mechanisms of change underlying mindfulness-based practices among adolescents (Mindfulness)—looks at the effects of a 12-week school-based mindfulness practice and specific mechanisms that associated with adolescents’ psychological well-being. Louise Wilkinson co-authored Introduction: Tracing themes in the evolution of the academic language construct (Linguistics and Education, 71), a review of 33 years of published studies of academic language in the context of educational inequality, particularly among minoritized racial/ethnic and socioeconomic groups. | 
Summer and Fall 2022 was productive for SOE research, even as we worked hard on Re-design and Academic Strategic Planning. Once again, this newsletter is organized around collective engagement with our SOE signatures. As a school we also engaged globally—with studies in China, South Korea, and Turkey.