Leveraging the strengths of the journal, welcoming more inclusivity, and enhancing their digital presence animates new directions for engaging the broader national and international educational community in service of the public good.

In the conceptual essay "Humanizing the Black Immigrant Body: Envisioning Diaspora Literacies of Youth and Young Adults from West African Countries," we highlight possibilities for research, literacy teaching, and teacher education when intentionally naming, affirming, and building with the humanity of Black immigrant youth and young adults from African countries through literacy practices of the body—what we conceptualize as humanizing the Black body. Specifically, we examine embodied Diaspora literacies as affirming and extending presences and absences of Black bodies of immigrant youth and young adults across two contexts: an after-school African Club in a high school in New York City, and an in-depth qualitative inquiry of civic learning and action-taking of immigrant youth and young adults from West African countries.

I am honored and humbled to have been invited to join the distinguished ranks of editors of Teachers College Record. Along with my colleagues, I am excited to begin this new endeavor.

The goal of this paper is to open up a dialogic space where educators can learn from and with transnational immigrant youth who are already participating in civic learning opportunities as local and global citizens in and beyond the sphere of schools.

This study draws on multicultural feminist theories to examine the integral role of emotions as a site of knowledge in the complex social dynamics of a heterogeneous group of graduate students in education. Within a pedagogy of (dis)comfort and a pedagogy of challenge, four prevalent patterns of emotional selectivity reveal how emotions as a site of knowledge create possibilities of change and transformation as well as the maintenance of the status quo of educational inequalities.