Current discourses of equity in teaching and learning are framed around calls for inclusion, grounded in the extension of a set of static rights for high-quality learning opportunities for all students. This essay presents a rightful presence framework to guide the study of teaching and learning in justice-oriented ways. This framework highlights the limitations of equity as inclusion, which does not adequately address the ways in which systemic injustices manifest in local classroom practice. Rightful presence orients the field towards the importance of political struggles to make present the lives of those made missing by schooling and discipline-specific norms. Three tenets for guiding the use of this framework in teaching and learning are offered. Two contrasting vignettes from STEM classrooms illustrate tenets and emergent tensions.
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