Jack Leonard - Böcker

The call for entrepreneurial leadership in education has never been stronger, but there is little descriptive information about this kind of leadership and even less advice on how a leader might grow in this dimension. Beginning with the constant need for innovation in every learning organization, the author makes a case for an entrepreneurial style of leadership in education. The author paints a multi-faceted picture of entrepreneurial leadership using stories of real leaders in combination with writings from the social sciences, education, natural sciences, business and the arts. The incursion of business practices in education is also addressed head-on. The author defends the historic, democratic tradition of education against 21st century neoliberal trends, while allowing room to learn from best practices in other fields. The role of risk-taking and incentives is examined along with leadership motives. The goal of this book is not just better leaders, but educational organizations that are entrepreneurial in nature. The author offers practical advice to educational leaders, from teachers to principals to superintendents, on practical steps toward a more innovative organization. Specific chapters on the school leader, teacher leaders and school partnerships offer practical wisdom for out-of-the-box thinking.

The call for entrepreneurial leadership in education has never been stronger, but there is little descriptive information about this kind of leadership and even less advice on how a leader might grow in this dimension. Beginning with the constant need for innovation in every learning organization, the author makes a case for an entrepreneurial style of leadership in education. The author paints a multi-faceted picture of entrepreneurial leadership using stories of real leaders in combination with writings from the social sciences, education, natural sciences, business and the arts. The incursion of business practices in education is also addressed head-on. The author defends the historic, democratic tradition of education against 21st century neoliberal trends, while allowing room to learn from best practices in other fields. The role of risk-taking and incentives is examined along with leadership motives. The goal of this book is not just better leaders, but educational organizations that are entrepreneurial in nature. The author offers practical advice to educational leaders, from teachers to principals to superintendents, on practical steps toward a more innovative organization. Specific chapters on the school leader, teacher leaders and school partnerships offer practical wisdom for out-of-the-box thinking.

This volume focuses on innovative school-university-community collaborations that are being implemented in rural places in the United States. A foundational belief that underpins the contributions to this volume is that rural communities contain within themselves the resources to promote and sustain vibrant educational endeavors. This belief has inspired a wealth of innovations that collectively offer a countervailing perspective to the view that global competitiveness is the preeminent goal of education, and that this goal is best served by “big education.” Since early last century, there has been a pervasive implicit, and sometimes explicit, assumption that rural places are bereft of the ability to educate children effectively. As repeatedly witnessed in this volume, in collaboration with universities, schools in rural places and the communities that both sustain and rely on them can appropriately configure the educational environment to optimally nurture the intellectual growth of children.The chapters in this volume are grouped into three parts that explore, in turn, the design features of innovative school-universitycommunity collaborations, some novel approaches to such collaborations, and the contours of parental and community involvement in such collaborations. Chapters discuss both larger scale collaborations that involve many school districts across wide -spread regions, and smaller scale collaborations that involve intensive engagements among the educators and members of smaller communities, and offer theoretical insights into the collaborative process itself. As mentioned above, two narrative threads run through the chapters: that effective collaborations address goals and aspirations expressed by those who are privileged to live in rural America, and that effective collaborations are oriented to building on the strengths inherent in the social fabric of those rural communities.

This volume focuses on innovative school-university-community collaborations that are being implemented in rural places in the United States. A foundational belief that underpins the contributions to this volume is that rural communities contain within themselves the resources to promote and sustain vibrant educational endeavors. This belief has inspired a wealth of innovations that collectively offer a countervailing perspective to the view that global competitiveness is the preeminent goal of education, and that this goal is best served by “big education.” Since early last century, there has been a pervasive implicit, and sometimes explicit, assumption that rural places are bereft of the ability to educate children effectively. As repeatedly witnessed in this volume, in collaboration with universities, schools in rural places and the communities that both sustain and rely on them can appropriately configure the educational environment to optimally nurture the intellectual growth of children.The chapters in this volume are grouped into three parts that explore, in turn, the design features of innovative school-universitycommunity collaborations, some novel approaches to such collaborations, and the contours of parental and community involvement in such collaborations. Chapters discuss both larger scale collaborations that involve many school districts across wide -spread regions, and smaller scale collaborations that involve intensive engagements among the educators and members of smaller communities, and offer theoretical insights into the collaborative process itself. As mentioned above, two narrative threads run through the chapters: that effective collaborations address goals and aspirations expressed by those who are privileged to live in rural America, and that effective collaborations are oriented to building on the strengths inherent in the social fabric of those rural communities.

Following on from the preceding volume in this series that focused on innovation and implementation in the context of school-university-community collaborations in rural places, this volume explores the positive impact of such collaborations in rural places, focusing specifically on the change agency of such collaborations. The relentless demand of urban places in general for the food and resources (e.g., mineral and energy resources) originating in rural places tends to overshadow the impact of the inevitable changes wrought by increasing efficiency in the supply chain. Youth brought-up in rural places tend to gravitate to urban places for higher education and employment, social interaction and cultural affordances, and only some of them return to enrich their places of origin. On one hand, the outcome of the arguable predominance of more populated areas in the national consciousness has been described as “urbanormativity”—a sense that what happens in urban areas is the norm. By implication, rural areas strive to approach the norm. On the other hand, a mythology of rural places as repositories of traditional values, while flattering, fails to take into account the inherent complexities of the rural context.The chapters in this volume are grouped into four parts—the first three of which explore, in turn, collaborations that target instructional leadership, increase opportunities for underserved people, and target wicked problems. The fourth part consists of four chapters that showcase international perspectives on school-university-community collaborations between countries (Australia and the United States), within China, within Africa, and within Australia. The overwhelming sense of the chapters in this volume is that the most compelling evidence of impact of school-university community collaborations in rural places emanates from collaborations brokered by schools-communities to which universities bring pertinent resources.

Following on from the preceding volume in this series that focused on innovation and implementation in the context of school-university-community collaborations in rural places, this volume explores the positive impact of such collaborations in rural places, focusing specifically on the change agency of such collaborations. The relentless demand of urban places in general for the food and resources (e.g., mineral and energy resources) originating in rural places tends to overshadow the impact of the inevitable changes wrought by increasing efficiency in the supply chain. Youth brought-up in rural places tend to gravitate to urban places for higher education and employment, social interaction and cultural affordances, and only some of them return to enrich their places of origin. On one hand, the outcome of the arguable predominance of more populated areas in the national consciousness has been described as “urbanormativity”—a sense that what happens in urban areas is the norm. By implication, rural areas strive to approach the norm. On the other hand, a mythology of rural places as repositories of traditional values, while flattering, fails to take into account the inherent complexities of the rural context.The chapters in this volume are grouped into four parts—the first three of which explore, in turn, collaborations that target instructional leadership, increase opportunities for underserved people, and target wicked problems. The fourth part consists of four chapters that showcase international perspectives on school-university-community collaborations between countries (Australia and the United States), within China, within Africa, and within Australia. The overwhelming sense of the chapters in this volume is that the most compelling evidence of impact of school-university community collaborations in rural places emanates from collaborations brokered by schools-communities to which universities bring pertinent resources.

This fourth volume in the Current Perspectives on School/University/Community Research series brings together the perspectives of authors who are deeply committed to the integration of digital technology with teaching and learning. Authors were invited to discuss either a completed project, a work-in-progress, or a theoretical approach which aligned with one of the trends highlighted by the New Media Consortium’s NMC/CoSN Horizon Report: 2017 K-12 Edition, or to consider how the confluence of interest and action (Thompson, Martinez, Clinton, & Díaz, 2017) among school-university-community collaborative partners in the digital technology in education space resulted in improved outcomes for all—where “all” is broadly conceived and consists of the primary beneficiaries (the students) as well as the providers of the educational opportunities and various subsets of the community in which the integrative endeavors are enacted.The chapters in this volume are grouped into four sections: Section 1 includes two chapters that focus on computational thinking/coding in the arts (music and visual arts); Section 2 includes three chapters that focus on the instructor in the classroom, preservice teacher preparation, and pedagogy; Section 3 includes four chapters that focus on building the academic proficiency of students; and Section 4 includes two chapters that focus on the design and benefits of school-university-community collaboration.

This fourth volume in the Current Perspectives on School/University/Community Research series brings together the perspectives of authors who are deeply committed to the integration of digital technology with teaching and learning. Authors were invited to discuss either a completed project, a work-in-progress, or a theoretical approach which aligned with one of the trends highlighted by the New Media Consortium’s NMC/CoSN Horizon Report: 2017 K-12 Edition, or to consider how the confluence of interest and action (Thompson, Martinez, Clinton, & Díaz, 2017) among school-university-community collaborative partners in the digital technology in education space resulted in improved outcomes for all—where “all” is broadly conceived and consists of the primary beneficiaries (the students) as well as the providers of the educational opportunities and various subsets of the community in which the integrative endeavors are enacted.The chapters in this volume are grouped into four sections: Section 1 includes two chapters that focus on computational thinking/coding in the arts (music and visual arts); Section 2 includes three chapters that focus on the instructor in the classroom, preservice teacher preparation, and pedagogy; Section 3 includes four chapters that focus on building the academic proficiency of students; and Section 4 includes two chapters that focus on the design and benefits of school-university-community collaboration.

Recent crises—whether policy-induced (e.g., family separation at the Mexico/U.S. border) or natural disaster-related (e.g., hurricanes in Florida and North Carolina and wildfires in California)—have galvanized the attention of the U.S. and international public on the plight of children who endure these traumatic events. The sheer enormity of such wrenching events tend to overshadow the trauma endured by many children whose everyday life circumstances fall short of affording them a safe, stable, and nurturing environment.At the national level, three rounds of data collection spanning January 2008 through April 2014 constituted the National Survey of Children’s Exposure to Violence (NatSCEV) that—according to Finkelhor, Turner, Shattuck, and Hambly (2013) in reporting on the 2011 round—assessed “a wide range of childhood victimizations” (pp. 614-615). Among many other findings, Finkelor et al. concluded that “overall, 57.7% of the children and youth had experienced or witnessed at least 1 to 5 aggregate exposures (assaults and bullying, sexual victimization, maltreatment by a caregiver, property victimization, or witnessing victimization) in the year before this survey” (p. 619). According to the recent re-visiting of NatSCEV II by Turner et al. (2017), “almost 1 in 4 children and adolescents ages 5-15 in the United States lived in family environments with only modest levels of safety, stability, and nurturance, while about 1 in 15 had consistently low levels across multiple domains” (p. 8).Adverse childhood events (ACEs) have both immediate and long-term impacts on children’s health and well-being (Banyard, Hambly, & Grych, 2017; Bowen, Jarrett, Stahl, Forrester, & Valmaggia, 2018; Walker & Walsh, 2015). Children do not shed their entanglement with ACEs at the schoolroom door. To highlight just one study, Jimenez, Wade, Lin, Morrow, & Reichman (2016) conducted a secondary analysis of a national urban birth cohort and found that experiencing ACEs in early childhood was “associated with below-average, teacher-reported academic and literacy skills and [more] behavior problems in kindergarten” (p. 1).

Recent crises—whether policy-induced (e.g., family separation at the Mexico/U.S. border) or natural disaster-related (e.g., hurricanes in Florida and North Carolina and wildfires in California)—have galvanized the attention of the U.S. and international public on the plight of children who endure these traumatic events. The sheer enormity of such wrenching events tend to overshadow the trauma endured by many children whose everyday life circumstances fall short of affording them a safe, stable, and nurturing environment.At the national level, three rounds of data collection spanning January 2008 through April 2014 constituted the National Survey of Children’s Exposure to Violence (NatSCEV) that—according to Finkelhor, Turner, Shattuck, and Hambly (2013) in reporting on the 2011 round—assessed “a wide range of childhood victimizations” (pp. 614-615). Among many other findings, Finkelor et al. concluded that “overall, 57.7% of the children and youth had experienced or witnessed at least 1 to 5 aggregate exposures (assaults and bullying, sexual victimization, maltreatment by a caregiver, property victimization, or witnessing victimization) in the year before this survey” (p. 619). According to the recent re-visiting of NatSCEV II by Turner et al. (2017), “almost 1 in 4 children and adolescents ages 5-15 in the United States lived in family environments with only modest levels of safety, stability, and nurturance, while about 1 in 15 had consistently low levels across multiple domains” (p. 8).Adverse childhood events (ACEs) have both immediate and long-term impacts on children’s health and well-being (Banyard, Hambly, & Grych, 2017; Bowen, Jarrett, Stahl, Forrester, & Valmaggia, 2018; Walker & Walsh, 2015). Children do not shed their entanglement with ACEs at the schoolroom door. To highlight just one study, Jimenez, Wade, Lin, Morrow, & Reichman (2016) conducted a secondary analysis of a national urban birth cohort and found that experiencing ACEs in early childhood was “associated with below-average, teacher-reported academic and literacy skills and [more] behavior problems in kindergarten” (p. 1).

The perspective espoused by this volume is that collaboration among universities, schools, and communities is a crucial element in ensuring the provision of optimal learning environment for both im/migrant children and their parents. Chapter authors share their practice and theorizing regarding the many questions that arise when schools and universities collaborate with communities and build supportive structures to nurture literacy among im/migrant students. Enlightened teaching and culturally aware approaches from teachers engender support and cooperation from parents. Enlightened leadership is a constant thread through all the endeavors that are chronicled by contributors, as are the implications for socially just outcomes of successful implementation of inclusive pedagogies.Writing about the Children Crossing Borders study which began in 2003, Tobin (2019) asserted that “the social and political upheavals surrounding migration has (sic) put increasing pressure on the ECEC [early childhood education and care] sector to build bridges between the host and newly arrived communities” (p. 2). Tobin recalled that the original grant proposal for the Children Crossing Borders described young migrant children as “the true transnationals, shuttling back and forth daily between the cultures of their home and the ECEC [programs]” (p. 1)—programs staffed by well-intentioned individuals who nevertheless may “lack awareness of im/migrant parents’ preferences for what will happen in their children’s ECEC program” (p. 2). To extrapolate from Tobin’s summary of the findings of Children Crossing Borders, for both the true transnationals (the children) and their parents, “the first and most profound engagement they have with the culture and language of their new host country” (p. 1) may well be mediated by a teacher who is unaware of the intricacies of the community.

The perspective espoused by this volume is that collaboration among universities, schools, and communities is a crucial element in ensuring the provision of optimal learning environment for both im/migrant children and their parents. Chapter authors share their practice and theorizing regarding the many questions that arise when schools and universities collaborate with communities and build supportive structures to nurture literacy among im/migrant students. Enlightened teaching and culturally aware approaches from teachers engender support and cooperation from parents. Enlightened leadership is a constant thread through all the endeavors that are chronicled by contributors, as are the implications for socially just outcomes of successful implementation of inclusive pedagogies.Writing about the Children Crossing Borders study which began in 2003, Tobin (2019) asserted that “the social and political upheavals surrounding migration has (sic) put increasing pressure on the ECEC [early childhood education and care] sector to build bridges between the host and newly arrived communities” (p. 2). Tobin recalled that the original grant proposal for the Children Crossing Borders described young migrant children as “the true transnationals, shuttling back and forth daily between the cultures of their home and the ECEC [programs]” (p. 1)—programs staffed by well-intentioned individuals who nevertheless may “lack awareness of im/migrant parents’ preferences for what will happen in their children’s ECEC program” (p. 2). To extrapolate from Tobin’s summary of the findings of Children Crossing Borders, for both the true transnationals (the children) and their parents, “the first and most profound engagement they have with the culture and language of their new host country” (p. 1) may well be mediated by a teacher who is unaware of the intricacies of the community.

Describing global trends in forced displacement in 2019, Filippo Grandi, United Nations High Commissioner for Refugees declared that “we are witnessing a changed reality in that forced displacement nowadays is not only vastly more widespread but is simply no longer a short-term and temporary phenomenon”. At the end of 2019, almost 80 million people had been forced to leave the place they called home “as a result of persecution, conflict, violence, human rights violations or events seriously disturbing public order,” according to the United Nations High Commission for Refugees.This volume presents the concerted efforts of chapter contributors to alleviate the alienation of those who have been displaced and help them to feel at home in the country in which they have sought refuge. Chapter contributors highlight their endeavors specifically with Latino, Hmong, and African immigrants in the United States and Canada, as well as with a veritable united nations of immigrant identities in general. Endeavors oriented to making immigrants feel at home inevitably raise the vexed question of what it means to be a good member of a society—regardless of whether one is a citizen.

Describing global trends in forced displacement in 2019, Filippo Grandi, United Nations High Commissioner for Refugees declared that “we are witnessing a changed reality in that forced displacement nowadays is not only vastly more widespread but is simply no longer a short-term and temporary phenomenon”. At the end of 2019, almost 80 million people had been forced to leave the place they called home “as a result of persecution, conflict, violence, human rights violations or events seriously disturbing public order,” according to the United Nations High Commission for Refugees.This volume presents the concerted efforts of chapter contributors to alleviate the alienation of those who have been displaced and help them to feel at home in the country in which they have sought refuge. Chapter contributors highlight their endeavors specifically with Latino, Hmong, and African immigrants in the United States and Canada, as well as with a veritable united nations of immigrant identities in general. Endeavors oriented to making immigrants feel at home inevitably raise the vexed question of what it means to be a good member of a society—regardless of whether one is a citizen.

The Campaign for the Civic Mission of Schools (2011) lamented the “lack of high-quality civic education in America’s schools [that] leaves millions of citizens without the wherewithal to make sense of our system of government” (p. 4). Preus et al. (2016) cited literature to support their observation of “a decline in high-quality civic education and a low rate of civic engagement of young people” (p. 67). Shapiro and Brown (2018) asserted that “civic knowledge and public engagement is at an all-time low” (p. 1). Writing as a college senior, Flaherty (2020) urged educators to “bravely interpret ... national, local, and even school-level incidents as chances for enhanced civic education and to discuss them with students in both formal and casual settings” (p. 6). In this eighth volume in the Current Perspectives on School/University/Community Research series, we feature the work of brave educators who are engaged in school-university-community collaborative educational endeavors. Authors focus on a wide range of projects oriented to civic education writ large—some that have been completed and some that are still in progress—but all authors evince the passion for civic education that underpins engagement in the democratic project.

The Campaign for the Civic Mission of Schools (2011) lamented the “lack of high-quality civic education in America’s schools [that] leaves millions of citizens without the wherewithal to make sense of our system of government” (p. 4). Preus et al. (2016) cited literature to support their observation of “a decline in high-quality civic education and a low rate of civic engagement of young people” (p. 67). Shapiro and Brown (2018) asserted that “civic knowledge and public engagement is at an all-time low” (p. 1). Writing as a college senior, Flaherty (2020) urged educators to “bravely interpret ... national, local, and even school-level incidents as chances for enhanced civic education and to discuss them with students in both formal and casual settings” (p. 6). In this eighth volume in the Current Perspectives on School/University/Community Research series, we feature the work of brave educators who are engaged in school-university-community collaborative educational endeavors. Authors focus on a wide range of projects oriented to civic education writ large—some that have been completed and some that are still in progress—but all authors evince the passion for civic education that underpins engagement in the democratic project.

This volume explores the impact of research-practice partnerships in education (broadly conceived) on communities in which such partnerships operate. By invitation, some of the partnerships celebrated in this volume are firmly established, while others are more embryonic; some directly engage community members, while others are nurtured in and by supportive communities. Collectively, however, the eleven chapters constitute a range of compelling instances of knowledge utilization (knowledge mobilization), and offer a counter-narrative to the stereotypical divide between researchers and practitioners.Educational researchers and educational practitioners reside in and are both politically supported and socially sustained by their local communities. The nesting of researchers’ and practitioners’ collaborative decision-making and action in the financial, social, organizational, and political contexts of the community—together with the intended and unintended outcomes of those decisions and actions—speaks to the essence of community impact in the context of this volume.

This volume explores the impact of research-practice partnerships in education (broadly conceived) on communities in which such partnerships operate. By invitation, some of the partnerships celebrated in this volume are firmly established, while others are more embryonic; some directly engage community members, while others are nurtured in and by supportive communities. Collectively, however, the eleven chapters constitute a range of compelling instances of knowledge utilization (knowledge mobilization), and offer a counter-narrative to the stereotypical divide between researchers and practitioners.Educational researchers and educational practitioners reside in and are both politically supported and socially sustained by their local communities. The nesting of researchers’ and practitioners’ collaborative decision-making and action in the financial, social, organizational, and political contexts of the community—together with the intended and unintended outcomes of those decisions and actions—speaks to the essence of community impact in the context of this volume.

US Secretary of Education, highlighted the “Raise the Bar: Lead the World” call to action that was then the slogan of US Department of Education in an interview hosted by The Atlantic. Cardona took part in a convening of “activists, policy makers, industry leaders, and pioneers” working to close multiple equity divisions across multiple indicators. While Cardona’s focus during the interview was on the situation in the United States, the conditions for learning that he discussed surely resonate in international contexts in which dedicated educators are also keen to raise the bar and lead the world.Such an ambitious call to action would be challenging during a time of consensus, but our contemporary educational context both nationally and internationally is characterized by divisions of perspectives regarding the causes of and remedies for student achievement and discipline disparity, in addition to a raft of mental health and well-being issues. Further, there are unresolved concerns over who can teach what and to whom in the wake of legislative initiatives. One could be excused for suggesting that, in the contemporary field of education, we are uncertain about where we are and where we are going, but there is no shortage of ideas about what to do next.The authors whose work are showcased in Learning in a Time of Division: School-University-Community Research in Education share the ways in which their practice as educators has enshrined viable ideas about how to bridge divisions and facilitate learning, thereby contributing to reuniting a polarized world.

US Secretary of Education, highlighted the “Raise the Bar: Lead the World” call to action that was then the slogan of US Department of Education in an interview hosted by The Atlantic. Cardona took part in a convening of “activists, policy makers, industry leaders, and pioneers” working to close multiple equity divisions across multiple indicators. While Cardona’s focus during the interview was on the situation in the United States, the conditions for learning that he discussed surely resonate in international contexts in which dedicated educators are also keen to raise the bar and lead the world.Such an ambitious call to action would be challenging during a time of consensus, but our contemporary educational context both nationally and internationally is characterized by divisions of perspectives regarding the causes of and remedies for student achievement and discipline disparity, in addition to a raft of mental health and well-being issues. Further, there are unresolved concerns over who can teach what and to whom in the wake of legislative initiatives. One could be excused for suggesting that, in the contemporary field of education, we are uncertain about where we are and where we are going, but there is no shortage of ideas about what to do next.The authors whose work are showcased in Learning in a Time of Division: School-University-Community Research in Education share the ways in which their practice as educators has enshrined viable ideas about how to bridge divisions and facilitate learning, thereby contributing to reuniting a polarized world.

The American Psychological Association (2020) reported that some 81% of teenage children (13 to 17 years-of-age) were negatively impacted in a range of ways due to school closures in connection with COVID-19, including 47% who indicated that they “didn’t learn as much as they did in previous years” (para. 21). That perhaps many more than 47% of teenage children in the United States did not learn as much as they did in previous years was documented in the most recent National Assessment of Educational Progress (NAEP) report which found that “the national average score declines in mathematics for fourth- and eighth-graders were the largest ever recorded in that subject” (Wilburn & Elias, 2022, para. 1). The National Center for Educational Statistics Commissioner commented somewhat hyperbolically that the results showed that “every student was vulnerable to the pandemic’s disruptions” (Wilburn & Elias, 2022, para. 5) and called for a single-minded emphasis on ways to assist students to recover from their trauma and accelerate their learning. Wilburn and Elias (2022) joined those who have pointed out that the learning declines associated with COVID-19 did not occur equitably. The likelihood of a single-minded policy response to change the system and address the achievement gaps exposed by the range of responses to COVID-19 seems small. On the one hand, doubting the sustainability of innovative responses, education historian Larry Cuban referenced the dominant stability of schooling which, if anything, “produces this huge public and professional need to resume schooling as it was” (Young, 2022, para. 18). On the other hand, diverse political agendas will diffuse concerted efforts. Grossman et al. (2021) discussed a pertinent example from Michigan where “public health data, partisanship, and collective bargaining” (p. 637) each played a role in determining school reopening decisions. On this same issue of school reopening, there is credible evidence from Massachusetts that the much maligned and politically explosive masking policies implemented in some schools may have saved lives (Cowger et al., 2022). Roy (2020) asserted that “historically, pandemics have forced humans to break with the past and imagine their world anew. This one is no different. It is a portal, a gateway between one world and the next” (para. 48). The chapters in this volume attest to the willingness of individuals to collaborate in stepping through that portal.

The American Psychological Association (2020) reported that some 81% of teenage children (13 to 17 years-of-age) were negatively impacted in a range of ways due to school closures in connection with COVID-19, including 47% who indicated that they “didn’t learn as much as they did in previous years” (para. 21). That perhaps many more than 47% of teenage children in the United States did not learn as much as they did in previous years was documented in the most recent National Assessment of Educational Progress (NAEP) report which found that “the national average score declines in mathematics for fourth- and eighth-graders were the largest ever recorded in that subject” (Wilburn & Elias, 2022, para. 1). The National Center for Educational Statistics Commissioner commented somewhat hyperbolically that the results showed that “every student was vulnerable to the pandemic’s disruptions” (Wilburn & Elias, 2022, para. 5) and called for a single-minded emphasis on ways to assist students to recover from their trauma and accelerate their learning. Wilburn and Elias (2022) joined those who have pointed out that the learning declines associated with COVID-19 did not occur equitably. The likelihood of a single-minded policy response to change the system and address the achievement gaps exposed by the range of responses to COVID-19 seems small. On the one hand, doubting the sustainability of innovative responses, education historian Larry Cuban referenced the dominant stability of schooling which, if anything, “produces this huge public and professional need to resume schooling as it was” (Young, 2022, para. 18). On the other hand, diverse political agendas will diffuse concerted efforts. Grossman et al. (2021) discussed a pertinent example from Michigan where “public health data, partisanship, and collective bargaining” (p. 637) each played a role in determining school reopening decisions. On this same issue of school reopening, there is credible evidence from Massachusetts that the much maligned and politically explosive masking policies implemented in some schools may have saved lives (Cowger et al., 2022). Roy (2020) asserted that “historically, pandemics have forced humans to break with the past and imagine their world anew. This one is no different. It is a portal, a gateway between one world and the next” (para. 48). The chapters in this volume attest to the willingness of individuals to collaborate in stepping through that portal.

As Dr. Martin Luther King, Jr. intimated in his speech in the National Cathedral (March 31, 1968), there is sense of moving towards—of journeying—rather than arriving in the context of justice (and, I would add, equity, diversity, and inclusion). We who embark on this journey are incomplete—not fully formed, despite our amazing competence in so many ways. We are travelers in the fashion of the figure in Catalano’s KHADINE sculpture, gazing unfazed on a world of superlative human achievements, clasping our bag firmly in one hand even though there is something missing in our core. In fact, as in KHADINE, our bag holds us together individually but, in relationship to our fellow travelers, our baggage holds us apart.