Tag Archives: education

In this month’s Lead the Change (LtC) interview, Taylor Strickland reflects on her research into teachers’ workplace conditions and the professional status of teaching. Strickland is a 4th-year doctoral student and research assistant in the Learning, Leadership, and Education Policy Program at the University of Connecticut’s Neag School of Education Policy Analysis, Research, and Evaluation. Her research uses sociological and organizational theories to study teaching as a profession, the impacts of policy on teachers’ work, and how workplace conditions shape teacher attrition and equity in under-resourced schools. The LtC series is produced by Elizabeth Zumpe and colleagues from the Educational Change Special Interest Group of the American Educational Research Association. This year, the Ed Change SIG recognized Strickland’s work with their Graduate Student Award.A PDF of the fully formatted interview will be available on the LtC website.

Lead the Change (LtC): The 2026 AERA Annual Meeting theme is “Unforgetting Histories and Imagining Futures: Constructing a New Vision for Educational Research.” This theme calls us to consider how to leverage our diverse knowledge and experiences to engage in futuring for education and education research, involving looking back to remember our histories so that we can look forward to imagine better futures. What steps are you taking, or do you plan to take, to heed this call?

Taylor Strickland: My scholarship approaches schools foremost as workplaces and teachers as professionals, a perspective too often overlooked in education research and policy. This perspective is especially urgent amid mounting attacks at federal and state levels on the financial foundations of public schooling and waning student enrollment (Goldstein, 2025; Mervosh & Goldstein, 2025a; Mervosh & Goldstein, 2025b). This financial and enrollment crisis is occurring while the number of graduates entering a teaching career, and on-the -job satisfaction of teaching, are at a 50 year all time low (Kraft & Lyon, 2024). Since the 1980s, researchers have warned that the workplace conditions of teachers are not suitable to attract and retain the highly qualified teachers that our system demands (Ingersoll, 2001; Johnson, 2006; Rosenholtz, 1989). Quite sadly, it seems their warnings have come to bear their bitter fruit, and we are starting to taste the consequences on a scale that can no longer be ignored (Kraft & Lyon, 2024). 

Heeding this year’s AERA call to look “back to remember our histories so that we can look forward to imagine better futures,” I reflect on the history of teaching as a profession (Simon & Johnson, 2015; Sorensen & Ladd, 2020). From the conception of public schooling in the United States, the notion of “teaching as a profession” ran against the grain of traditional ideas. The gold standard examples for professions have long been considered law and medicine (Evetts, 2011), whose occupational values include lengthy training and careers and autonomy over their practice (Evetts, 2011; Lortie, 1975). Public schools, by contrast, were first conceived as a public good designed to educate white working class and European immigrant children to be moral, democratic citizens and workers (Goldstein, 2015). The white, mostly female teachers who were put in charge of this endeavor were notably temporary—not expected to pursue life-long professions—and trained quickly with an emphasis on classroom management essentials (Goldstein, 2015). Female teachers were contractually required to leave their teaching posts if marrying and/or becoming pregnant (Apple, 1985; Goldstein, 2015). Unlike professional autonomy recognized in the ‘gold standard’ professions, teachers—as Ingersoll and Collins (2018) describe—function more as middle-women/men, “which may seem similar to professional-like autonomy, but in reality are “highly constrained by larger school-wide [, district, state, and federal] decisions, over which teachers have little control or influence” (p. 168). In sum, the job of teaching from its conception has been decidedly de-professionalized and transient, or what Lortie (1975) describes as a semi-profession.

“The job of teaching from its conception has been decidedly de-professionalized and transient.”

When a job, such as teaching, is not treated as a profession (Evetts, 2011), where lengthy training, degrees, and resultant expertise do not translate to autonomy of practice and respect, it is societally de-professionalized and de-valued (Ingersoll & Collins, 2018), which has great implications for the workplace environments of its employees (Ingersoll & Collins, 2018; Milner, 2013). Susan Moore Johnson and colleagues (2012) developed a measurement framework for nine key elements of the workplace conditions of teachers. Notably, six of the nine elements are related to autonomy of practice, influence in school decision making, and trust/respect of teacher expertise. Unsurprisingly, researchers found that when workplace conditions improve from the lowest quartile, teachers’ transfer intentions drop sharply (Johnson et al., 2012). These findings are quite meaningful given national trends showing that teachers—who have historically had limited professional autonomy and influence—experienced further declines in decision-making power across all key school governance categories between 1993 and 2012 (Ingersoll & Collins, 2018), with more recent research suggesting a continuing downward trend (Kraft & Lyon, 2024). It is then no wonder that the prestige of teaching, interest in the profession, and teachers’ job satisfaction are at a 50-year low (Kraft & Lyon, 2024), given the continued erosion of teachers’ professional status and workplace conditions.

LtC: What are some key lessons that practitioners and scholars might take from your work to foster better educational systems for all students?

TS: In seeking to envision a better future for the professional status and workplace conditions of teachers, I interrogate how reform is implemented in schools and how it impacts the work and professional status of teachers. My qualifying paper and upcoming dissertation focus on the novel concept of “time cultures”—the normative patterns in how time is perceived, valued, and utilized within school teams. The research examines the influence of time cultures on teacher engagement in school improvement. In an era of growing teacher work intensification marked by increasing workload, time pressure, and task complexity for teachers (Creagh et al., 2023), understanding time as a cultural construct helps to reveal how teachers experience and respond to these pressures. Increased task complexity, time pressure, and policy churn—commonplace for the 21st century teacher—are often associated with burnout (Lawrence et al., 2019), declining workplace satisfaction (Creagh et al., 2023), and teacher shortages (Diliberti & Schwartz, 2023; Harbatkin et al., 2025; Martin et al., 2012; Redding & Nguyen, 2023). Notably, work intensification and its impacts on teacher satisfaction and retention are felt most severely by teachers in schools with larger populations of historically educationally underserved students, including English learners, low-income, lower academic achievement, and racially marginalized students – including Black, Hispanic, and Native American students (Creagh et al., 2023; Goldhaber et al., 2023; Simon & Johnson, 2015). At the same time that the demands on teachers have become increasingly complex and intense, the profession has become simultaneously de-skilled and de-professionalized. An era of accountability and neoliberalism—characterized by a constant cycle of reform initiatives and top-down control over teachers’ work (Creagh et al., 2023; Hargreaves, 1992; Hargreaves & Shirley, 2009)—has contributed to the de-professionalization of teaching, declining workplace satisfaction, and teacher shortages.

My work seeks to gain teachers’ firsthand experiences with constant reform cycles and their impact on their professional standing and work. I do this using a previously unused framework in the education literature—the sociology of work time (SWT) (Perlow, 1999). The SWT recognizes time cultures as multi-dimensional and aids in building a more complete picture of teachers’ construction of time cultures through the analysis of the reciprocal exchange between the temporal context (i.e., characteristic ordering, duration, and tempo of practice), the social context, and work-interaction patterns of teachers. This framework honors the expertise of teachers by seeking to understand how their leadership and policy reform experiences intersect with the cultural-time norms of their teams in their unique contexts. 

For instance, my qualifying paper shows how the time culture of a math team, tasked with imposed reforms, shaped its attitudes and willingness to implement policy. These findings further indicate that reduced influence in school decision-making may lead teacher teams to reinterpret policy directives to be in alignment with their time culture, thereby reducing the implementation fidelity. The lesson that I hope to share with my work is that education leaders at all levels need to involve teachers—the people who are actually tasked with implementing improvement initiatives – with policy design and implementation. And to better involve teachers, leaders need to understand how teachers use and value their time, so that initiated reforms are seen as useful and sustainable. This would not only better align policy to local realities but would also go a long way in repairing the professional status of teachers.

LtC: What do you see the field of Educational Change heading, and where do you find hope for this field for the future?

TS: Looking back at the history of the teaching “profession,” we see that fundamentally the teaching role was not designed to be an occupation with professional status. The lack of professional status values and practices within the teaching field has eroded the workplace conditions of teachers to the point that teacher shortages are at an unsustainable high and interest in this career pathway is at an all-time low (Kraft & Lyon, 2024; Nguyen et al., 2024). Given this dour assessment of the teaching field, where do I find hope and what can be done to look forward to and imagine a better future?

Quite honestly, I fear the direction in which the teaching field is heading—and has been heading for some time now. To find hope, I must imagine a future where there is a fundamental cultural shift in how our society, government, states, districts, and school leaders respect the professional status of teachers. For this type of transformational cultural change to occur we will need education researchers and leaders at every level—from academia to individual schools—to work together to dismantle the deep-seated structures that have driven down the prestige, appeal, and professional standing of teaching to historic lows. State departments of education should advocate for, and districts should move towards, “revers[ing] the trend of top-down control over teachers’ practices and develop meaningful career ladders” (Kraft & Lyon, 2024, p. 1227). They should also prioritize increasing teacher pay and lowering the cost of degrees in education. Big ships turn slowly—but time is of the essence. We need to attract, train, and retain the best quality educators for our children. Without meaningful changes to how we value and support teaching, we risk a future where too few choose to enter or remain in the classroom.

References

Apple, M. (1985). Teaching and “women’s work”: A comparative historical and ideological analysis. Teachers College Record, 86(3), 455–473.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: A systematic research synthesis. Educational Review, 1–20. https://doi.org/10.1080/00131911.2023.2196607

Goldhaber, D., Falken, G., & Theobald, R. (2023). What do teacher job postings tell us about school hiring needs and equity? (CALDER Working Paper No. 282-0323). CALDER Center.

Goldstein, D. (2025, August 5). Public Schools Try to Sell Themselves as More Students Use Vouchers. The New York Times. https://www.nytimes.com/2025/08/05/us/public-school-enrollment-decline-vouchers.html

Goldstein, D. (2015). The teacher wars: A history of America’s most embattled profession. Vintage.

Harbatkin, E., Nguyen, T. D., Strunk, K. O., Burns, J., & Moran, A. J. (2025). Should I Stay or Should I Go (Later)? Teacher Intentions and Turnover in Low-Performing Schools and Districts Before and During the COVID-19 Pandemic. Education Finance and Policy, 1–38. https://doi.org/10.1162/edfp_a_00447

Hargreaves, A. (1992). Time and teachers’ work: An analysis of the intensification thesis. Teachers College Record, 94(1), 87–108.

Hargreaves, A., & Shirley, D. (2009). The persistence of presentism. Teachers College Record, 111(11), 2505–2534. https://doi.org/10.1177/016146810911101108

Ingersoll, R. M. (2001). Teacher Turnover and Teacher Shortages: An Organizational Analysis. American Educational Research Journal, 38(3), 499–534. https://doi.org/10.3102/00028312038003499

Johnson, S. M., Kraft, M. A., & Papay, J. P. (2012). How Context Matters in High-Need Schools: The Effects of Teachers’ Working Conditions on Their Professional Satisfaction and Their Students’ Achievement. Teachers College Record, 114(10), 1–39. https://doi.org/10.1177/016146811211401004

Kraft, M. A., & Lyon, M. A. (2024). The Rise and Fall of the Teaching Profession: Prestige, Interest, Preparation, and Satisfaction Over the Last Half Century. American Educational Research Journal, 61(6), 1192–1236. https://doi.org/10.3102/00028312241276856

Lawrence, D. F., Loi, N. M., & Gudex, B. W. (2019). Understanding the relationship between work intensification and burnout in secondary teachers. Teachers and Teaching: Theory and Practice, 25(2), 189–199.https://doi.org/10.1080/13540602.2018.1544551

Lortie, D. C. (1975). Schoolteacher: A sociological study. Chicago, IL: University of Chicago Press.

Martin, N. K., Sass, D. A., & Schmitt, T. A. (2012). Teacher efficacy in student engagement, instructional management, student stressors, and burnout: A theoretical model using in-class variables to predict teachers’ intent-to-leave. Teaching and Teacher Education, 28(4), 546–559. https://doi.org/10.1016/j.tate.2011.12.003

Mervosh, S., & Goldstein, D. (2025a, April 17). A Legal Battle Over Trump’s Threats to Public School Funding Has Begun. The New York Times. https://www.nytimes.com/2025/04/17/us/dei-public-schools-trump-administration-lawsuit.html

Mervosh, S., & Goldstein, D. (2025b, July 3). Congress Passes a National School Voucher Program. The New York Times. https://www.nytimes.com/2025/07/03/us/federal-voucher-program-congress-private-school-tuition.html

Mehta, J. (2025, March 21). How the Education Department cuts could hurt low-income and rural schools. NPR. https://www.npr.org/2025/03/21/nx-s1-5330917/trump-schools-education-department-cuts-low-income

Milner, H. R. (2013). Policy Reforms and De-Professionalization of Teaching. National Education Policy Center. https://eric.ed.gov/?id=ED544286

Nguyen, T. D., Lam, C. B., & Bruno, P. (2024). What Do We Know About the Extent of Teacher Shortages Nationwide? A Systematic Examination of Reports of U.S. Teacher Shortages. AERA Open, 10, 23328584241276512. https://doi.org/10.1177/23328584241276512

Perlow, L. A. (1999). The time famine: Toward a sociology of work time. Administrative Science Quarterly, 44(1), 57–81. https://doi.org/10.2307/2667031

Redding, C., & Nguyen, T. (2023). Teacher working conditions and dissatisfaction before and during the COVID-19 pandemic. EdWorkingPaper: 23-830. Annenberg Institute at Brown University. https://doi.org/10.26300/04xa-zz07

Rosenholtz, S. J. (1989). Teacher’s workplace: The social organization of schools. Longman.

Simon, N. S., & Johnson, S. M. (2015). Teacher Turnover in High-Poverty Schools: What We Know and Can Do. Teachers College Record, 117(3).

Sorensen, L. C., & Ladd, H. F. (2020). The Hidden Costs of Teacher Turnover. AERA Open, 6(1), 2332858420905812. https://doi.org/10.1177/2332858420905812

In the second part of this month’s Lead the Change (LtC) interview, Kemi A. Oyewole discusses her experiences researching institutional and organizational conditions that shape K-12 education policy. Oyewole is a Provost’s Postdoctoral Fellow at the University of Pennsylvania Graduate School of Education. Her research focuses on collaborative methods and civic education that can promote social justice. The LtC series is produced by Elizabeth Zumpe and colleagues from the Educational Change Special Interest Group (SIG) of the American Educational Research Association. This year, the Ed Change SIG recognized Oyewole’s work with their Graduate Student Award. A PDF of the fully formatted interview will be available on the LtC website.

Lead the Change (LtC): The 2026 AERA Annual Meeting theme is “Unforgetting Histories and Imagining Futures: Constructing a New Vision for Educational Research.” This theme calls us to consider how to leverage our diverse knowledge and experiences to engage in futuring for education and education research, involving looking back to remember our histories so that we can look forward to imagine better futures. What steps are you taking, or do you plan to take, to heed this call?

Kemi Oyewole: The current moment of political, anti-intellectual aggression towards the public sector has led many of us to see bleak immediate futures for education. Further, a flurry of executive orders from the Trump administration has been so overwhelming that it has distracted many of its opponents to the point of inaction. In the first 100 days of his second term (January 20, 2025 to April 29, 2025), the president issued directives that sought to limit educational, health, and sports opportunities for trans youth (EO 14168, 14187, 14201); prohibit policies that address racial disparities in school discipline (EO 14280); halt K-12 and higher education institutions’ diversity initiatives (EO 14173, 14190); and close the Department of Education (EO 14242). In the words of Toni Morrison (1975), “It’s important, therefore, to know who the real enemy is, and to know the function, the very serious function of racism is distraction. It keeps you from doing your work.” Beyond racism, other systems of oppression similarly seek to disrupt the advancement of marginalized people. However, powerful histories of resistance remind us that there are viable ways to move forward in the face of authoritarian pressure. 

“Powerful histories of resistance remind us that there are viable ways to move forward in the face of authoritarian pressure.”

There are many examples of resistance across the globe, especially in the Global South where people have contended with colonialism and its vestiges. I draw upon my identity as a Black American to highlight ways the resistance of enslaved Black people speaks to their futuring. While disproportionate attention is paid to violent revolts, enslaved people resisted by many means. These include marronage (i.e., escape from slavery to form independent communities), emancipation certified by legal documents, military service, work refusal, and sabotage (Helg, 2019). Despite the brutality they experienced, these enslaved people dreamed of freedom and used many means to pursue it. Their many strategies suggest that there is immense room for futuring—there are innumerable paths to a more just educational system. We are called to dream expansively and make space for others to do so as well.

While there is value in pausing to make time for futuring (i.e., imagining or dreaming; Kelley, 2002; Oyewole et al., 2023), we must not stop there. A commitment to educational change suggests we must do the hard, often frustrating, work of bringing emancipatory futures to pass. Within my research, my futuring benefits from engaging educators. For example, teaching students through the COVID-19 pandemic offered teachers a different sense of the futures enabled by educational technology (and its limitations). Thus, I seek to incorporate practitioner insights through collaborative, participatory research methods (The Collaborative Education Research Collective, 2023). However, engaging in-service educators in research requires flexible research agendas, timelines, and design. These collaborative methods require a departure from the status quo, a worthwhile shift because valuing educators as co-inquirers allows my futuring to be informed by current educational conditions. Ideally, these methods also offer participants a humanizing, reflective, professional development experience.

ebonyjanice (2023) argues that Black women’s contribution to movement work includes dreaming, resting, playing, seeking bliss, and pursuing wholeness. She celebrates the hard-fought dreaming of enslaved Black people while offering a new vision:

“‘Dreaming’ is a form of radical resistance because it calls us to a conscious stillness, which manifests itself as ease in the body. Ease, in a Black body, is revolutionary because Black people have not, historically, as a result of chattel slavery, had access to ease in our bodies. Dreaming, however, subverts a global anti-Black unease that actively works to commodify Black bodies. Plainly, dreaming is radical resistance because the fantastic hegemonic imagination (Townes, 2006) cannot function with Black bodies at rest.” (p. 8)

I embody her sentiment by allowing my futuring for education to come from a place of rest rather than frenzy. And to imagine educational systems that create conditions of peace and healing for Black girls—trusting that their wellness will benefit all learners (Guinier & Torres, 2002).

My vision of educational research is informed by the multifaceted resistance of enslaved Black Americans, my current practice of collaborative research, and Black women’s relentless pursuit of rest.

LtC: What are some key lessons that practitioners and scholars might take from your work to foster better educational systems for all students?

KO: My research emphasizes the value of collective action for stimulating educational change. Despite its promise, collaborative efforts can falter when there is a lack of consensus around their scope and goals. Further, attention is needed to ensure the routines embedded in collaborative endeavors do not perpetuate educational injustice (Diamond & Gomez, 2023; Hinnant-Crawford et al., 2023). My recent research examines these dynamics in professional learning networks (PLNs).

My dissertation project centered on a school district PLN of school-based instructional coaches. The network of 45 coaches met once a month in person (though meetings shifted online during the Covid-19 pandemic shift to distance learning). My social network analysis showed that coaches share advice on instructional strategies, data use practices, or workplace challenges with about five colleagues in the network. My interview and survey data suggests that coaches valued the space because it gave them an opportunity to connect with role-alike peers. These relationships were especially meaningful to participants because these coaches were normally the only person at their school in the liminal space of not being a classroom teacher, but also not being an administrator. These findings stress the value of routines that facilitate educators connecting with each other beyond their local communities of practice. A cross-school PLN can build participants’ pedagogical knowledge, strengthen their professional identity, and expand their professional network (Oddone et al., 2019). These benefits suggest that beyond-school collaboration is both a tool for developing educator skills and affirming their professional status. The warmth and enthusiasm I felt when observing this PLN made me appreciate the need to invest in rejuvenating spaces for educators.

Though PLNs have immense potential, much of their value stems from purposeful participation and strategic facilitation. It is powerful to create professional spaces that adaptably meet educator needs. However, PLNs have to find a balance between organic interpersonal engagement and directed professional exchange. For example, my longitudinal social network analysis found that coaches shared advice with peers who worked at similar schools, had similar self-efficacy appraisals, or joined the network at similar times. While these relationships provided coaches information that was applicable to their local context, it could come at the expense of being exposed to ideas from different environments. I also found that experienced coaches were less likely to share advice with others in the PLN.

Observation and interview data suggest that it is because after many years, these coaches were not getting as much value from the network. Their experiences point to the need for differentiation in coach professional development. Each finding highlights the challenges and opportunities of intentionally curating PLNs.

My emphasis on collaboration presents many promising research directions. First, I am excited about the ways that studying collaboration and PLNs avails itself to social network analysis (Rodway, 2018). Not only can this network analysis be done for research purposes, it can also be an active process that promotes educators reflecting on their own relationships and environments (Kothari et al., 2014). Second, there are opportunities to better identify the routines that support the resource sharing aims of in-person, or otherwise synchronous (e.g., a Zoom meeting), PLNs. Focusing research on these settings acknowledges that these meetings have different demands and opportunities than social media PLNs. Third, I highlight the need for more research on instructional coaching. While instructional coaching has exploded in prominence, it is heterogeneously enacted (Coburn & Woulfin, 2012; Kane & Rosenquist, 2019). Better understanding coach practices offers us a valuable perspective on educational change.

LtC: What do you see the field of Educational Change heading, and where do you find hope for this field for the future?

KO: As the United States government decreases the resources it devotes to public education, educational change will rely on more local actions. In the face of authoritarian surveillance and punishment, I expect that changes to promote just educational systems will become more covert. Though the loose coupling between dictated educational policy and enacted educational practice can prove challenging for progressive top-down reforms (Anderson & Colyvas, 2021), it can be an advantage when regressive policies are imposed. So, I expect that just educational change will not be codified, but spread in ways akin to grassroots activist and labor movements.

Another factor that will influence educational change is the United States’ projected 8% decline in K-12 enrollment from 2019 to 2030 (Irwin et al., 2024). These structural changes in the student population and fewer federal dollars devoted to education suggest that educational change efforts may have to be more focused in their scope and demands. Of course, there is also a need to strike a balance between what one feels is cynical, optimistic, or realistic. I am personally working to strike that balance—dreaming while being practical enough not to be dismayed whenever I see the news.

My hope is that researchers of educational change will support burgeoning grassroots efforts by conducting their scholarship in concert with students, teachers, families, community organizations, and others close to educational practice. Such research involves more participatory approaches, including design research that supports partners creating solutions to problems of practice while considering contemporary constraints. Collaborative approaches require research designs that are adaptable to rapidly changing conditions. Such flexibility is a departure from traditional research methods, but suggests implications beyond those that can be drawn from tightly controlled conditions.

I am incredibly grateful to be in community with researchers and practitioners passionate about educational change, even in a climate that is so hostile to improving schools for all children. While I can get discouraged that my locus of control is small, “small is good, small is all” (brown, 2017, p. 37).

References

Anderson, E. R., & Colyvas, J. A. (2021). What sticks and why? A MoRe institutional framework for education research. Teachers College Record: The Voice of Scholarship in Education, 123(7), 1–34. https://doi.org/10.1177/016146812112300705

brown,  adrienne maree. (2017). Emergent strategy: Shaping change, changing worlds. AK Press.

Coburn, C. E., & Woulfin, S. L. (2012). Reading coaches and the relationship between policy and practice. Reading Research Quarterly, 47(1), 5–30. https://doi.org/10.1002/RRQ.008

Diamond, J. B., & Gomez, L. M. (2023). Disrupting white supremacy and anti-Black racism in educational organizations. Educational Researcher, 0013189X2311610. https://doi.org/10.3102/0013189X231161054

ebonyjanice. (2023). All the Black girls are activists: A fourth wave womanist pursuit of dreams as radical resistance. Row House.

Guinier, L., & Torres, G. (2002). The miner’s canary: Enlisting race, resisting power, transforming democracy. Harvard University Press.

Helg, A. (2019). Slave no more: Self-liberation before abolitionism in the AMericas. University of North Carolina Press.

Hinnant-Crawford, B., Lett, E. L., & Cromartie, S. (2023). IMPROVECRIT: Using critical race theory to guide continuous improvement. In E. R. Anderson & S. D. Hayes (Eds.), Continuous improvement: A leadership process for school improvement (pp. 105–124). Information Age Publishing.

Irwin, V., Bailey, T. M., Panditharatna, R., & Sadeghi, A. (2024). Projections of education statistics to 2030 (NCES 2024-034). National Center for Education Statistics. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2024034

Kane, B. D., & Rosenquist, B. (2019). Relationships between instructional coaches’ time use and district- and school-level policies and expectations. American Educational Research Journal, 56(5), 1718–1768. https://doi.org/10.3102/0002831219826580

Kelley, R. D. G. (2002). Freedom dreams: The black radical imagination. Beacon Press.

Kothari, A., Hamel, N., MacDonald, J.-A., Meyer, M., Cohen, B., & Bonnenfant, D. (2014). Exploring community collaborations: Social network analysis as a reflective tool for public health. Systemic Practice and Action Research, 27(2), 123–137. https://doi.org/10.1007/s11213-012-9271-7

Morrison, T. (1975, May 30). Black Studies Center public dialogue. https://soundcloud.com/portland-state-library/portland-state-black-studies-1

Oddone, K., Hughes, H., & Lupton, M. (2019). Teachers as connected professionals. The International Review of Research in Open and Distributed Learning, 20(3). https://doi.org/10.19173/irrodl.v20i4.4082

Oyewole, K. A., Karn, S. K., Classen, J., & Yurkofsky, M. M. (2023). Equitable research-practice partnerships: A multilevel reimagining. The Assembly: A Journal for Public Scholarship on Education, 5(1), 40–59.

Rodway, J. (2018). Getting beneath the surface: Examining the social side of professional learning networks. In C. Brown & C. L. Poortman (Eds.), Networks for learning: Effective collaboration for teacher, school and system improvement (pp. 171–193). Routledge.

The Collaborative Education Research Collective. (2023). Towards a field for collaborative education research: Developing a framework for the complexity of necessary learning. The William and Flora Hewlett Foundation.

Townes, E. M. (2006). Womanist ethics and the cultural production of evil. Palgrave Macmillan.