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Due to the shortcomings of traditional schools, innovative supplementary (e.g. out-of-school, summer) programs have been identified as important sites for the positive development and learning of Black youth. This study foregrounds Black youth perspectives to offer additional insight into the role of supplementary programming. Drawing from 15 semi-structured, pre-post interviews with Black youth participating in a six-week summer CDF Freedom Schools program, we analyzed core distinctions drawn between youths' experiences in the program and in their traditional schools. Black youth attested to how the program expanded opportunities for them to express themselves, build community, engage in critical structural analyses, and imagine sociopolitical possibilities beyond the constraints of the present. We conclude with a discussion of implications, with an eye toward further specifying the types of educational contexts required to counteract detrimental aspects of traditional schooling and cultivate dispositions toward more just futures.

This article discusses how mathematics teachers seized the opportunity to keep the mathematics component of STEM camp on track by transforming the camp into a virtual camp themed "Out of this World." Teachers and camp interns encountered technical, social, and instructional challenges in transitioning to a digital platform while preserving the integrity of the prior learning experiences. Such challenges presented opportunities for collaborative and innovative resolutions as well as personal and professional growth. The lived experiences presented a need for a vector from instructional theory to practice and resulted in the development of an authentic professional learning community. The voices of these educators speak hope and promise for mathematics teachers answering the call to remote learning.

This paper argues for an amplification of the everyday intellectual and political gestures of children as valuable indices and movers of learning. We identify and focus on microacts of self-determination, defined here as, "as 'contestations' and 'moves to elsewhere' that shift activity and dictate future status". In particular, we consider if and how such microacts that could be cast as idiosyncratic build and shape new possibilities for learning and social interaction, what we refer to here as "learning from below." "Learning from below" reflects an effort to move beyond the binary of individual versus collective activity and to situate scholarship on social and historical movements and forms of decolonial insurgency as germane to sociocultural and interactional studies of learning. Drawing from an extensive data set which included ethnographic fieldnotes, semi-structured interviews, and over 70 hours of video data collected from an after-school community tinkering program, we found that children's everyday forms of self-determination were much more than individual acts; they emerge from social histories and carried future potentialities that shaped learning and intellectual life within the setting. This central finding is anchored in an analysis of over 600 examples, as well as two cases that look more closely at individual children's participation.

In this review of literature, we attend to some of the ways that well-intentioned hopes for fostering creativity and encouraging greater inclusion may also rely on problematic premises that work to reify exclusionary logics and practices. More specifically, we historicize and critically examine how creativity studies--often despite explicit efforts to broaden notions of creativity, include marginalized populations, and democratize education--have differently reanimated racializing and ableizing discourses over seven decades of efforts to scientifically study, define, and/or cultivate creativity. In our emphasis on the relationship between past and present designs, we attend to more pernicious tensions and concerns that continue to hold implications for scholarship, research, policy, and practice.

This paper argues that the terms through which we interpret and work to develop expansive pedagogical practices are overly constrained by the binary of adult-centered versus child-centered education. Analyzing ethnographic data developed over three years in a making/tinkering afterschool program serving Black, Latinx, and Asian American students (K-5), we explicate and imagine beyond this binary by (1) analyzing key forms of pedagogical talk, listening, and embodied assistance that supported generative forms of learning and relationality and defied categorization as either adult- or child-centered; and (2) theorizing joint activity as a pedagogical practice by historicizing and unmooring the work of critical education from the perpetual negation of Western, adult-centered models, thereby creating distinct grounds for specifying the role of direct assistance and its salience for questions of educational dignity and justice. Taken together, we argue for a more complex view of when and how direct teaching can support meaningful learning, and further delineate the relationships between such teaching and a broader ethos of joint, intergenerational activity.

The results of skin biopsies over a 10 year period were reviewed from the outpatient dermatology clinic at the Brody School of Medicine in Greenville, North Carolina. This research was conducted because there are very few studies that characterize this information over a long-term horizon. The biopsy rate per patient encounter, the clinical reason for the biopsy, the biopsy outcomes, the distribution of cutaneous malignancies per encounter, and the distribution of the subtypes of basal cell carcinoma, squamous cell carcinoma, and melanoma were analyzed. Biopsy logs from January 1, 2001 to December 31, 2010 were reviewed. Our investigation found that 20% of patient encounters resulted in a biopsy. Of these biopsies, 87.9% were performed to rule out malignancy and 12.1% were completed on patients suspected of having inflammatory skin conditions. The basal cell carcinomas diagnosed in Greenville, NC have more aggressive histologic subtypes compared to other studies, whereas the squamous cell carcinomas and melanomas were less aggressive.

This case represents an effort to connect academic learning with educational reform in real time. It describes a district initiative to meaningfully engage a skeptical community and the subsequent attempts of university-based researchers to provide further entry points into the perspectives and concerns of educational partners. What is compelling about the ensuing case is its relevancy to current graduate students in educational leadership and policy studies, many of whom are still grappling with distinctions between theory and practice, and their evolving role(s) in improving schools at the local and national levels. Education discourses continue to make evident the tensions between academic knowledge and the priorities of field practitioners. Consequently, this anonymous case provides an opportunity to consider how one (e.g., graduate student, university-based teacher/researcher) might negotiate potentially conflicting demands and respond to the most immediate needs of the surrounding community. This case follows university-based staff, Johnathon Greene, and student researchers, Nia Williams and Micah Robinson, as they are called upon by a newly appointed superintendent, Dr. Elaine Shull, to help facilitate the process of "listening" to and understanding the needs of the College Park Public School community. How might this type of collaboration create new opportunities for learning, professional development, and strategic action?