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The Improvement Science in Education series, initiated in 2019 by Robert Crow, Brandi Nicole Hinnant-Crawford, and Dean T. Spaulding, seeks to broaden and strengthen the understanding and use of improvement science in education. Interest in improvement science in education has sharply risen in recent years, positioning this series to support the field and those interested in improvement science. This review of the Improvement Science in Education series is organized by brief summaries and discussions of the six currently available books in a suggested order based on their content (not necessarily publication date), followed by a conclusion considering the books’ significance, relevance, and target audience.

This article identifies the challenges involving Critical Race Theory (CRT) in public discourse around the normalization of scholars’ language and rhetoric, while also providing fodder for the weaponization of CRT. Suggests an alternative approach for scholars to refocus CRT in public discourse through the fitting use of rhetorical frameworks. In Short · Anti-CRT discourse is rapidly being used to create public division and enact regressive policies and programs in the US. · Americans are increasingly weary of CRT due to opponents’ normalization of CRT scholarship and weaponization of CRT rhetoric, all which distorts the origins and intention of CRT. · Though scholars have lost some control of CRT public discourse, we can reassume stewardship of CRT through more patient and relatable rhetoric using frameworks such as those by Wayne Booth and Lloyd Bitzer.

Equity and inclusion efforts have increased at educational institutions in the United States. However, equity and inclusion leadership has been fraught with political challenges, as well as a lack of resources, clear strategic direction, and campus support and engagement. The purpose of this qualitative phenomenological study aimed to examine the lived experiences of educators and leaders working for social justice in educational contexts in the United States. The researchers interviewed seven participants, focusing on the research question: How do educational leaders describe the ways they navigate the ethical dimensions of advocacy? The researchers underpinned their analysis using a conceptual framework based on established frameworks for social justice leadership and Critical Race Theory; both emphasize contextual analysis and seek to challenge systemic inequities. The researchers used an inductive and iterative process that produced the following emergent theme: leaders' development of frameworks for advocacy and ethics as they pursue social justice goals. The results suggest specific leadership strategies useful to educational leaders, such as communication, relationship-building, and ethical advocacy for their contexts.