Teacher educators can foster an open-minded, inquiry stance during teacher training.

In this article, we share how reading experiences served as jumping off points for exploring how disability representation in children’s literature can be incorporated as an essential component of teacher preparation and children’s literacy learning. 

Here, I share my experiences with culturally responsive teaching and inclusive practices, how aspects of my identity have influenced my work with children and other educators to honor, include, and celebrate our identities.

Feelings of being an imposter, along with the delicately woven systems of oppression that exist in schools, often stop educators from sharing their true identities.

Voices editors introduce the Voices of Practitioners article by Athina Ntoulia.

Challenged by the pandemic, educators at an urban, public school embraced outdoor learning and recommitted to a play-based curriculum.

This case study challenges us and our insights into how prior experiences and cultural knowledge shape our definitions of teacher research and of “best” practices.

This collection of Voices focuses on what we all have been learning about ourselves and our work over the past year and a half of overlapping crises in our nation and the world.