Volume 19, Issue 2 (2024) Grappling with New and Persistent Challenges

The NWJTE is excited to publish five manuscripts, all of which make important contributions. The idea of grappling is front and center in the first manuscripts. First, Lyle Jr. shares his experience as a Black Male music teacher trying to authentically engage in equity work within school systems. His autoethnography shares poignant stories of challenges and accomplishments. In the second manuscript, England, Wright, and Crommarty share their work with using Young Adult literature as a mechanism to explore racism, trauma, and privilege.

Teachers took on a lot during the pandemic, and the final three manuscripts tackle some of the challenges that persist. Jakobi, McCullough, Cherkowski, and Trevor-Smith share their research on the benefits of focusing on teacher well-being with STEM educators. Harrison and Curtis review the literature on third-space pedagogy as a mechanism to develop cultural hybridity and increase educational equity. And Morton and Maresh share the retention challenges that existed before the pandemic and how they persist in our prek-12 schools.