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.