Volume 25  Issue 3   [2025]

This poetic inquiry integrated a Black Educational Studies perspective on the relationship between digital community platform design conditions and forms of collegiality, mutuality, and solidarity that advance a humanizing praxis for educators. The authors contextualized this pursuit in the urgency of the current moment when coordinated fascist attacks are attempting to exhaust and erase long-held strivings for a justice-oriented, identity-affirming public education. Through an explorative case study on the 2022-23 redesign of the open-access Black Lives Matter at School (BLM@School) Curriculum Resource Guide, the authors interrogated the intertwining of concrete vulnerabilities and radical horizons for justice-oriented educators within digital platform design conditions and community infrastructuring. They explored how Gilmore’s (2008) practical syncretism rubric of stretch, resonance, and resilience influenced the redesign approach, while also revealing some of the remaining generative tensions existing in the “in-between-ness” of BLM@School’s ongoing transgressive experiment, where BLM@School organizers presumed their power and presence in pursuing material opportunities to realize radical-futures-in-the-making within and beyond the project of schooling altogether. Insights are offered for ways this may be taken up within English language arts teacher education.

This paper explores the digital literacy practices of youth of Color on social media within the context of teacher education. Despite being critical stakeholders in education, youth of Color are often overlooked in teacher education. Digital spaces, particularly social media and youth literacies on platforms, have the potential to facilitate critical, antiracist teacher learning. This paper represents an examination of these issues through a teacher education lens and suggests that a culturally digitized pedagogy framework could be valuable in guiding preservice teachers toward supporting youth’s digital civic literacies using an asset-based approach. Additionally, the authors discuss ways English education programs can benefit from studying the ways youth of Color utilize social media platforms for digital activist work, providing text-based classroom resources emphasizing antiracist pedagogies, offering practical recommendations for integrating antiracist coursework, and posing inquiry questions for English education programs to consider their efforts in the development of fostering equity-minded preservice teachers.