In the following commemorative article, the author examines intersections between his education at Teachers College, Columbia University and the Teachers College Record. He explores how the impact of specific professors—who at different times also served as editors of the TCR—mentored him into the world of scholarship. He emphasizes how the critical education at Teachers College offered a valuable frame for him to work in critical ways as a scholar and to bring this lens to his editorial work at the TC Record.
ArendtH. (1958). The human condition. University of Chicago Press.
2.
BakhtinM. M. (1981). The dialogic imagination. University of Texas Press.
3.
DinsmoreB.RoksaJ. (2023). Inequalities in becoming a scholar: Race, gender and student-advisor relationships in doctoral education. Teachers College Record, 125(9). https://doi.org/10.1177/01614681231198648
4.
McGeeE. O.MortonT. R.WhiteD. T.FriersonW. (2023). Accelerating racial activism in STEM higher education by institutionalizing equity ethics. Teachers College Record, 125(9). https://doi.org/10.1177/01614681231216518
5.
TalbertR. (2023). Civic sovereignty: Indigenous civic constructs in public school spaces. Teachers College Record, 125(9). https://doi.org/10.1177/01614681231216781
6.
ZumwaltK.NatrielloG.RandiJ.RutterA.SawyerR. (2017). Learnings from a longitudinal study of New Jersey alternate route and college-prepared elementary, secondary English, and secondary math teachers. Teachers College Record, 119(14), 1–54. https://doi.org/10.1177/016146811711901406
