Front: Left to right: (first row) Educator and civic leader Maria "Molly" Baldwin, ca. 1885; Labor organizer Lucy Eldine Parsons, 1886; Educator and activist Fannie Barrier Williams, ca. 1885; (second row) Abolitionist Harriet Tubman, ca. 1868-1869; Army nurse Susie King Taylor, ca. 1862-1866; Abolitionist Sojourner Truth, 1864; (third row) Educator and activist Josephine A. Silone Yates, ca. 1885; Educator and activist Hallie Quinn Brown, ca. 1875-1888; Journalist Lillian Parker Thomas, ca. 1890.

Back: Left to right: (first row) Fannie Lou Hamer, 1964; Nannie Helen Burroughs, 1909; Charlayne Hunter-Gault, 1975; Shirley Chisholm, 1972; (second row) Barbara Jordan, 1976; Phillis Wheatley, 1773; Frances Ellen Watkins Harper, 1898; Patricia Harris, 1965; (third row) Constance Baker Motley, 1965; Frankie M. Lisenby, ca. 1917-1918; Rosa Parks, 1968; Mamie Westmorland, ca. 1899-1900; (fourth row) Mary Church Terrell, ca. 1880-1900; Althea Gibson, 1956; Clarissa M. Thompson, ca. 1872; Ida B. Wells, 1891.

Among the incredible images in the African American Women Changemakers collection by the Library of Congress, you will also see an incredible word: Educator.

Educators change the world, not through force, not through fear, and certainly not for fame and fortune. While it might be human nature to enrich one's self, educators have the supernatural ability to enrich our collective society, reaching students, colleagues, community members, and beyond.

Teaching for and about Social Justice
  by Jane Dabel, Elisa Herrera, and Eileen Luhr   (pp. 317-318)

"Common Sense" and Issues of Social Justice in History Education
  by Kay Traille   (pp. 319-341)

Teaching Movements in History: Understanding Collective Action, Intersectionality, and
Justice in the Past
  by Christopher C. Martell and Kaylene M. Stevens   (pp. 343-366)

"I Can Learn from the Past": Making the History of Higher Education Relevant through
Social Justice Education Pedagogy
  by D. Chase J. Catalano, Kelly Schrum, Erin Fay, and Sophia Abbot   (pp. 367-386)

Reclaiming Narratives Through Culturally Sustaining Teaching: Women of Color, Historical Significance, and the Civil Rights Era
  by Jocelyn Isabel Aguilera   (pp. 387-413)

"These 'Hero' Figures Were Not Alone": Dismantling Heroification with Primary Sources
  by Abigail Stebbins and Kate Van Haren   (pp. 415-436)

Teaching and Learning LGBTQ+ Histories of the United States in Your Classroom
  by Michael Kokozos   (pp. 437-451)

Full Reviews Section   (pp. 453-466)

Bruce, Emily C. Revolutions at Home: The Origin of Modern Childhood and the German Middle Class
  by James C. Albisetti

Cilli, Adam Lee. Canaan, Dim and Far: Black Reformers and the Pursuit of Citizenship in Pittsburgh, 1915-1945
  by Robert Cassanello

Cohen, Jason E., Sharon D. Raynor, and Dwayne A. Mack, eds. Teaching Race in Perilous Times
  by Zoë Burkholder

Dunning, Arthur N. Unreconciled: Race, History, and Higher Education in the Deep South
  by Deidre B. Flowers

Moneyhon, Carl H. The Union League and Biracial Politics in Reconstruction Texas
  by Jason McDonald

Mouradian, Khatchig. The Resistance Network: The Armenian Genocide and Humanitarianism in Ottoman Syria, 1915-1918
  by Michelle Tusan

Simeone, James. The Saints and the State: The Mormon Troubles in Illinois
  by Matthew L. Harris

Reardon, Erik. Managing the River Commons: Fishing and New England's Rural Economy
  by Strother E. Roberts

Weller, Theresa L. The Founding Mothers of Mackinac Island: The Agatha Biddle Band of 1870
  by Katrina M. Phillips

315   Contributors to The History Teacher
468   The History of The History Teacher
469   Questionnaire for Potential Reviewers
470   Membership/Subscription Information
472   Submission Guidelines for The History Teacher

Cover 2   Society for History Education: The History Teacher
342   Association for Asian Studies: Asia Shorts
414   Society for History Education: Endless Possibilities
452   Society for History Education: The AHA Gilbert Awards
467   Society for History Education: Honoring Gary B. Nash
Cover 3   Society for History Education: THT Journal Archives

Sophia Abbot is a doctoral student in Higher Education at George Mason University and a graduate assistant for Anti-Racist and Inclusive Teaching in the Stearns Center for Teaching and Learning.
Her work focuses on the scholarship of teaching and learning, pedagogical partnership, inclusion and equity in college teaching, and educational development. She currently serves at the co-chair of International Society for the Scholarship of Teaching and Learning’s Student Engagement and Co-Inquiry interest group.

Jocelyn Isabel Aguilera is an activist, educator, and musician from South Central, Los Angeles. She is a Teacher of U.S. History at her alma mater, John C. Fremont High School, and a Lecturer in the College of Education at California State University, Long Beach. She received her M.A. in History from CSULB and is a doctoral candidate at the University of Southern California, focusing on History Education in an Urban Setting. Her research and activism revolve around cultural forms as a method of resistance.

D. Chase J. Catalano is an Assistant Professor of Higher Education at Virginia Tech. He earned his Ed.D. in Social Justice Education from the University of Massachusetts Amherst. His research focuses on social justice education in the context of colleges and universities, as well as queer and trans issues.

Erin Fay is a doctoral student at George Mason University's College of Education and Human Development. She received a Bachelor's degree in English from the University of Virginia and a Master's degree in Higher Education and Student Development from George Mason University. Her interests include critical pedagogy and research, investigating how belonging, self-efficacy, and agency are experienced by historically underserved students in higher education spaces.

Michael Kokozos (Ph.D., University of Pennsylvania) is an Associate Director at UPenn and a Lecturer at NC State University. His research focuses on creating inclusive learning environments and empowering youth. Kokozos supports educators in implementing equity-based approaches and has collaborated on initiatives such as NC State's #PassTheMicYouth and The New York Times Teaching Project to promote student belonging.

Christopher C. Martell is an Associate Professor of Social Studies Education at the University of Massachusetts Boston. Formerly a Teacher of high school social studies for eleven years, he is also
the co-author (with Kaylene M. Stevens) of Teaching History for Justice: Centering Activism in Students’ Study of the Past and editor of Social Studies Teacher Education: Critical Issues and
Current Perspectives.

Kelly Schrum (Ph.D., Johns Hopkins University) is a Professor in the Higher Education Program at George Mason University. Her work focuses on the scholarship of teaching and learning (SoTL), digital humanities, history education, and teaching and learning in the digital age. She is the coeditor for Teaching and Learning Inquiry, the journal for the International Society for the Scholarship of Teaching and Learning (ISSOTL).

Abigail Stebbins is a doctoral candidate at The Pennsylvania State University, studying Curriculum and Instruction with an emphasis in Elementary Social Studies Education. She earned her M.Ed. from Kent State University and B.A. from The College of Wooster. Prior to pursuing her Ph.D., Stebbins was a second-grade teacher in Ohio.

Kaylene M. Stevens is a Lecturer and Program Director for the Social Studies Education Program at Boston University. Previously a Teacher and Social Studies Department Chair at Framingham High School for fourteen years, she co-ran the teacher program and spearheaded several initiatives to decolonize the curriculum and create more representation in Advanced Placement classes.

Kay Traille (Ph.D., University of London's Institute of Education) is a Professor of History Education and History at Kennesaw State University. She has taught history at the secondary school and university levels in the United Kingdom and the United States. Her research focuses on equity in history education. She is the author of two books, Hearing Their Voices: Teaching History to Students of Color and Teaching History to Black Students in the United Kingdom.

Kate Van Haren is a doctoral student at The Pennsylvania State University, studying curriculum and instruction. She also has her M.Ed. from Penn State. Van Haren has taught elementary social studies and literacy at the elementary level for twelve years. She has served on various teaching advisory councils, designed curriculum materials for multiple organizations, and published in several journals, including Social Studies and the Young Learner and Annals of Social Studies Education Research for Teachers.