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Increased polarization, felt across political, societal, and moral dimensions, has deeply affected our collective ability to engage in civic reasoning and discourse. Schools and other places of learning have taken [...]

There was a dramatic rise in hate crimes against Asian Americans during the COVID-19 pandemic. While Asian Americans and Pacific Islanders (AAPIs) have 'long struggled for belonging, safety, and equity [...]

We think of our biannual Visions and Viewpoints issues as an 'unthemed' space that invites a broad range of ideas from across the spectrum of elementary literacy. While the articles [...]

In this issue, we were interested in considering how to cultivate more inclusive elementary classrooms. Questions we asked in the call for proposal included: How is dis/ability constructed in elementary [...]

The article focuses on insights from a middle school teacher who integrates climate justice education into English Language Arts (ELA) to foster sustainable futures and students link local and global climate issues, selecting literature to develop critical civic empathy.

This article explores the integration of climate justice education in elementary and middle school English language arts classrooms. It features the experiences of Jade Guest, a pre-service elementary educator, who incorporated climate fiction into her student teaching placement. Jade discusses the challenges she faced and the lessons she learned, emphasizing the need for thorough planning and hands-on learning activities. The article highlights the importance of choice and engagement when selecting books for inquiry units and encourages novice teachers to start small and gradually incorporate climate change education into their curriculum. [Extracted from the article]

The article focuses on the efforts of an elementary and middle school educator, Ashley Stanley, to cultivate sustainable futures through climate education. Topics include integrating climate change into the curriculum through diverse pathways such as literature and local activism, promoting curiosity and humility in teaching, and addressing students' emotional responses to climate issues.

The article focuses on introducing readers to William Peek, a middle school humanities teacher in Chicago, who incorporates climate justice learning in his teaching. Topics include making glocal connections to understand local and global impacts of climate change, using texts to cultivate critical civic empathy, and layering interdisciplinary texts to support inquiry-based learning about urgent topics like climate justice.

The article discusses the exploration of children's literature as a means to represent and include marginalized students within English language arts curricula. Topics include the importance of honoring diverse identities in literature; and the use of postmodern picture books as mentor texts in critical writing pedagogy.