This commentary critiques the traditional view of student teachers as too narrow. Rather than preparing pre-service teachers to educate students only, they must also be prepared to engage veteran educators and administration in complicated and complex conversations about pedagogic and curricular choice. An example of what this might look like is described.

This commentary critiques the way in which Professional Learning Communities (PLCs) are currently being used in some schools. Rather than spaces of intellectual discussion and organic unity, they are too often reduced to spaces of inorganic unity where individual pedagogic choice and creativity are destroyed. A call to return to the original intention of PLCs is issued, including a description of how honoring individuality can lead to an organic unity.

This commentary engages the "sell out" phenomenon that often plagues justice oriented educators: not being able to engage in all forms of resistance and interruption often weighs on teachers engaged in critical teaching.

This commentary discusses the difficulty and necessity of teaching in “the now,” by responding to ongoing current events that are difficult to teach in our current social, cultural, and political context. The author says these complex moments and ideas need to be taught as they are impacting and affecting students.

This commentary speaks to the resistance to and need for acceptance of burnout as part of the cycle of teaching. This is particularly true for social justice educators. This essay offers advice on how to engage and maintain a social justice focus in schools and teaching.