Events of 2020 (e.g, the global Black Lives Matter protests and COVID-19 pandemic) saw the greater STEM community learning more about identity, oppression, and how they are reflected in both their disciplines and greater society. However, for many scholars, this was not new, as they had commonly harmful academic and professional experiences. In this talk, Dr. Nicki Washington discusses her path in computing, how that has shaped her work in identity-inclusive computing education, and why ”doing the work” is something for every scholar in every discipline.

In this talk, Toliver discusses the challenges and opportunities of engaging in Endarkened Storywork, including the affordances and pitfalls of being a critical scholar of color working toward equity and justice in the context of Afrofuturism and education. By blending personal narrative, popular culture, and educational research, Toliver uses this talk to (1) consider what it takes to think about and do research centered on the creation of more just futures and to (2) detail the advantages of utilizing the speculative as an essential component in educational research and teaching.

In the midst of “Don’t Say Gay” legislation banning early elementary school teachers from discussing gender and sexuality with their students, the United States is embroiled in controversy over the meaning of gender in civic life and education. In this presentation, I argue that trans people are positioned as unmanageable subjects within the context of K-12 schools in the United States. How might educators embrace unmanageability? What might it look like to practice civic education that resists rigidly scripting the world, including who children are allowed to be and become within it?