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Welcome to the Berkeley Review of Education, a peer-reviewed interdisciplinary journal published online and edited by students from the School of Education at the University of California, Berkeley. The Berkeley Review of Education engages issues of educational diversity and equity within cognitive, developmental, sociohistorical, linguistic, and cultural contexts. The BRE encourages submissions on research and theory from senior and emerging scholars, practitioners, and policy-makers. To submit a paper, please click on "Submit Manuscript" in the navigation bar.
Volume 14, Issue 1, 2026
Summer 2026
Articles
- Educational Labor Migrations and the Suturing of Forgotten Places: Puerto Rican Teachers, Oklahoma City Schools, and the Ongoing Networks of Colonialism
In 2014, Puerto Rican educators were recruited to teach in Oklahoma City Schools. The resulting labor migration is no minor illustration of the colonial educational experiments that mark the militaristic and capitalist relations between the U.S. and its territories. How do we understand the interplay of the conditions and characteristics of two geo-political contexts that are distinct, but have much in common as “forgotten places” in the colonial project: the occupation, relocation, and political subjugation of Indigenous peoples; the establishment of military bases; the economic plunder of schooling; educational repression; and, the denial of civic personhood through carcerality and territorialization? Through newsmedia, interviews and observations, and archival data, we examine the role of education and educators in the larger network of colonial relations between militarized, occupied territories, sovereign nations, and states. In this concept-forming piece, we observe this labor migration as the junctural focus of these complex formations.
- Designing Math Classrooms for Equity: Intersecting Critical Theories with Powerful Instruction to Create Critically Inclusive Mathematics
Despite a widespread recognition of the need for greater equity in mathematics, inequities persist in the subject for those historically marginalized in math—such as students of color, students labeled as English learners, students labeled with a dis/ability, and women. In this paper, I argue that equity can only be achieved via an integrated understanding of the ways in which mechanisms of oppression have served to exclude students in education writ large and in math specifically. Drawing on the framework of Critical Inclusion (InCrit), I aim to integrate efforts seeking to dismantle such mechanisms—including racism, linguicism, colonialism, ableism, and the specific exclusionary culture of math—into a unified whole. I contend that this vision of critically inclusive mathematics might offer a vehicle by which to envision an emancipatory mathematical future for all students.