The upcoming Palgrave Handbook of Educational Thinkers evokes a deep sense of connection with the lineage of educators and thinkers who have sculpted the contours of educational discourse and practice from antiquity onward. The roster of thinkers, whose work spans the spectrum of educational thought and action, represents a mosaic of visions and voices that have collectively pushed the boundaries of what education can and should be.
At this pivotal moment in education, as we stand shoulder to shoulder with community members, educators, and activists, the tapestry of our shared efforts in educational research and policy unfolds before us—a rich mosaic of struggle, perseverance, and breakthroughs. It is with a deep sense of humility and shared pride that I acknowledge the inclusion of my biography in “The Palgrave Handbook of Educational Thinkers,” alongside the scholars who have profoundly shaped the discourse on education. This recognition is not a personal accolade, instead it represents a profound tribute to the collective spirit and dedication of all with who I have tirelessly worked to forge paths towards a transformative educational landscape. This moment, resplendent with the echoes of our united endeavors, stands as a testament to the power of community-driven change and the indomitable will to shape a more equitable and just future in education.
The list of these thinkers, as featured in the handbook, reads as a roll call of transformative influence and enduring legacy:
Section I. Antiquity to 1200
1. Peter Abélard
2. Aristotle
3. Buddha
4. Cicero
5. Confucius
6. Horace
7. Isocrates
8. Plato
9. Plutarch
10. Pythagoras
11. Seneca
12. Socrates
13. St. Augustine
14. Thucydides
15. Virgil
16. Hipparchia
17. Akka Mahadevi
18. Gargi Vachaknavi
19. Hypatia
20. Hildegarde of Bingen
Section II. 1200 – 1900
1. Rodolphus Agricola
2. Louisa May Alcott
3. Thomas Aquinas
4. Matthew Arnold
5. Robert Ascham
6. Francis Bacon
7. Louis Braille
8. John Calvin
9. John Amos Comenius
10. Gabriel Compayre
11. Charles Darwin
12. Eugenio Maria De Hostos
13. Michel de Montaigne
14. Charles Dickens
15. Thomas Elyot
16. Ralph Waldo Emerson
17. Desiderius Erasmus
18. Johann Gotlieb Fichte
19. August Herman Francke
20. Benjamin Franklin
21. Valentin Friedland
22. Fredric Froebel
23. Nikolai Frederick Grundtvig
24. Francois Guizot
25. Valentin Hauy
26. Georg Wilhelm
27. Johann Friedrick Herbart
28. Thomas Jefferson
29. Immanuel Kant
30. Arthur F. Leah
31. John Locke
32. Ignatius Loyola
33. Martin Luther 34. Horace Mann
35. Phillip Melanchthon
36. John Stuart Mill
37. Richard Mulcaster
38. John Henry Newman
39. Friedrich Nietzsche
40. Robert Owen
41. Johann Heinrich Pestalozzi
42. Wolfgang Ratke
43. Charles Rollin
44. Jean Jacques Rousseau
45. John Ruskin
46. Egerton Ryerson
47. Herbert Spencer 48. Johannes Strum
49. Juan Luis Vives
50. Wilhelm Von Humboldt
51. John Wesley
52. Mary Wollstonecraft
Section III. 1900 – 1970
1. Jane Addams
2. Hannah Arendt
3. Margaret Bancroft
4. Alfred Binet
5. Benjamin Bloom
6. Harry Broudy
7. Jerome Bruner
8. Martin Buber
9. Cyril Lodovic Burt
10. Noam Chomsky
11. Lawrence A Cremin
12. John Dewey
13. Donalda Dickie
14. WEB Dubois
15. Emile Durkheim
16. M.K. Gandhi
17. Antonio Gramsci
18. Kurt Hahn
19. Martin Heidigger
20. Susan Isaacs
21. Emile Jaques-Dalcroze
22. Anna Julia Haywood Cooper 23. Bel Kaufman
24. 22. Helen Keller
25. Clark Kerr
26. Melanie Klein
27. Janusz Korczak
28. Charlotte Mason
29. Maria Montessori
30. A.S. Neill
31. Michael Oakeshott
32. Jean Piaget
33. Carl Rogers
34. Bertrand Russell
35. Edward Said
36. Joseph Schwab
37. BF Skinner.
38. Rudolf Steiner
39. Rabindranath Tagore
40. Ralph Winifrid Tyler
41. Lev Semyonovich Vygotsky
42. Booker T. Washington
43. Max Weber
43. Simone Weil
44. Ludwig Wittgensten
45. Jose Ortega Y Gasset
46. Howard Zinn
Section IV. 1970 – Current
1. Cami Anderson
2. Josh Angrist
3. Michael W. Apple
4. James A. Banks
5. David C. Berliner
6. Jo Boaler
7. Derek Curtis Bok
8. Pierre Bordieux
9. Geoffrey Canada
10. Raj Chetty
11. David Coleman
12. David Cooperrider
13. Linda Darling-Hammond
14. Edward De Bono
15. Jeff Duncan-Andrade
16. Angela Duckworth
17. Nell K. Duke
18. Greg J. Duncan
19. Carol Dweck
20. Richard Elmore
21. Michel Foucaut
22. Paulo Freire
23. Howard Gardner
24. Henry Giroux
25. Gene V. Glass
26. John I. Goodlad
27. Bryan Goodwin
28. Maxine Greene
29. Erin Gruewell
30. Eric Hanushek
31. Shaun R. Harper
32. Clara Hemphill
33. Frederick Hess
34. John Holt
35. bell hooks
36. Ivan Illich
37. Baruti Kafele
38. Salman Kahn
39. Lawrence Kohlberg
40. Gloria Ladson-Billings
41. Zeus Leonardo
42. Dennis Littky
43. Bettina Love
44. Angela Maiers
45. Jane Roland Martin
46. Robert J. Marzano
47. Deborah Meier
48. Rich Milner
49. Sugata Mitra
50. Michael Grahame Moore
51. Richard J. Murnane
52. Nel Noddings
53. Pedro Noguera
54. Martha Nussbaum
55. Julius Nyrere
56. Gary Orfield
57. R.S. Peters
58. Robert C. Pianta
59. Diane Ravitch
60. Sean F. Reardon
61. Joeseph Renzulli
62. Sir Ken Robinson
63. Pasi Sahlberg
64. Seymour B. Sarason
65. Lee S. Schulman
66. Jack Pl Shonkoff
67. Theodore Sizer
68. Robert E. Slavin
69. Catherine Snow
70. William G. Tierney
71. Carol A. Tomlinson
72. Beverly Tatum
73. Virginia Uribe
74. Paul Wehman
75. Daniel Willingham
76. Patrick J. Wolf
77. Yong Zhao
78. Estela Bensimon
79. Sara Lawrence-Lightfoot
80. Adrianna Caesar
81. Julian Vasquez Heilig
Each name on this list represents a chapter in the ongoing story of educational evolution—a story marked by challenges, innovations, and insights that have, in their own unique ways, reshaped the landscape of learning and teaching.
Embarking on a journey of influence and transformation within the field of education, my path has been indelibly marked by the profound insights and contributions of several key figures from the “The Palgrave Handbook of Educational Thinkers.” Their work, transcending mere academic discourse, has served as both a compass and a challenge, urging me to delve deeper, question harder, and strive for a more equitable education landscape.
I hope you can share in what I have learned from them.
David C. Berliner
In weaving the narrative of our collective journey within the educational sphere, it’s paramount to acknowledge the profound influence and mentorship of David C. Berliner. His guidance has been a beacon during significant milestones, notably as I transitioned into the deanship, a period marked by both opportunity and challenge. My initial collaboration with Berliner on the National Board for Professional Teaching Standards (NBPTS) research advisory board laid the foundation for a mentorship that would significantly shape my approach to educational leadership and policy. I vividly recall an instance when visiting Diane Ravitch’s home, spotting Berliner’s seminal work, “Manufactured Crisis,” in her library. Capturing this moment in a photo and sharing it with him, his response, “it’s about time,” encapsulated his characteristic wit and wisdom.
Berliner’s mentorship extended into crucial moments of professional development; when I sought his endorsement while navigating the job market, his support was both affirming and invaluable. His ability to dissect the complexities of educational psychology and critique the sociopolitical dimensions of educational assessment with precision has deeply informed my understanding. More than just a guide, Berliner has championed a compassionate and realistic approach to educational evaluation, emphasizing the importance of acknowledging the diverse needs and potentials of students. This philosophy has not only influenced my research and policy work but also reinforced my dedication to fostering educational environments that are inclusive, equitable, and attuned to the unique journeys of all learners.
Pierre Bourdieu
Pierre Bourdieu’s sociological theories, particularly his concepts of cultural capital and habitus, have not only enriched my academic perspective but have also played a prominent role in my scholarship. His work has been instrumental in shaping my approach to exploring the deeply entrenched inequalities within educational systems. This influence is particularly evident in the collaborative work I conducted with Dr. Richard Reddick while at the University of Texas at Austin, where we delved into the dynamics of mentoring.
His scholarship also culminated in a significant publication in the Teacher College Record, entitled “Understanding the Interaction Between High-Stakes Graduation Tests and English Learners.” This piece, among others, reflects Bourdieu’s profound impact on my thinking and research. His insights into how social and cultural capital operate within educational contexts have provided a critical framework for analyzing the challenges and barriers faced by marginalized communities. By applying Bourdieu’s theories, our work has critically examined the social constructs that govern educational success and access, particularly highlighting how systemic inequities impact English Learners in the context of high-stakes testing. Through this and other scholarly endeavors, Bourdieu’s concepts have been pivotal in guiding my efforts to dismantle barriers to quality education and advocate for policies and practices that recognize and address the diverse needs of all students.
Linda Darling-Hammond
Linda Darling-Hammond’s role in my academic and professional journey has been foundational, stretching far beyond her remarkable research and advocacy for educational reform. As my dissertation chair at Stanford University, she not only guided my scholarly pursuits but also profoundly influenced my trajectory in the field of education. My initial encounter with her at a Stanford picnic was a turning point; her invitation to discuss the Texas testing and accountability system, especially in light of my experiences in the Houston Independent School District, marked the beginning of a mentorship and collaboration that has deeply impacted my work.
Darling-Hammond’s keen interest in my background and insights into the Texas education system was both affirming and inspiring. Her encouragement to explore these issues further within the context of my dissertation research opened up new avenues for critical inquiry and advocacy. Her guidance was instrumental in honing my focus on equity and justice in education, particularly regarding the implications of testing and accountability policies on diverse learning communities.
Throughout my doctoral studies and beyond, Darling-Hammond’s mentorship extended beyond academic advising to embody a genuine commitment to nurturing my growth as a researcher, educator, and advocate. Her comprehensive understanding of what constitutes effective teaching and her unwavering dedication to educational equity have deeply informed my research agenda and policy advocacy. Under her tutelage, I delved into complex issues surrounding teacher education, educational policy, and reform, with a particular emphasis on how these areas intersect with equity and access for all students.
Darling-Hammond’s influence is evident in my ongoing efforts to champion policies that support professional development, resource equity, and innovative instructional strategies. Her pioneering work on teacher education and her advocacy for systemic reform continue to inspire my commitment to creating more inclusive, equitable educational environments. Her mentorship has been a guiding light, shaping my approach to research and advocacy and instilling in me a profound sense of responsibility to contribute to meaningful change in education.
Reflecting on our relationship, it’s clear that Linda’s impact transcends the academic; she has been a mentor in the truest sense, challenging me to think deeply, act boldly, and persistently pursue justice in education. Our collaboration and her mentorship have been pivotal in shaping my career and my resolve to address the systemic inequities that plague our educational systems.
Shaun R. Harper
Shaun R. Harper’s influence on my academic and professional life extends beyond the inspiration drawn from his groundbreaking work on race and equity in education. His commitment to highlighting the strengths and challenges faced by underrepresented students has profoundly shaped my approach to addressing racial disparities in education. This dedication has been a cornerstone of my own work, driving me to advocate for an educational system that truly champions diversity, equity, and inclusion.
However, Harper’s impact on my career is also deeply personal and speaks volumes about the kind of scholar and person he is. During a critical juncture in my academic journey, as I was navigating the complex tenure process at the University of Texas at Austin, I found myself in a precarious situation. With only a week until the deadline, my department chair had not yet requested letters for my tenure file from outside reviewers—a crucial step in the review process at UT. Amidst this uncertainty, Shaun Harper stepped up in a way I will never forget. Without hesitation, he offered to write a letter for my tenure file, demonstrating an incredible act of collegiality and support. Although he ultimately wasn’t asked to submit the letter, his willingness to assist me in that moment of need left an indelible mark on my heart and reinforced my belief in the power of solidarity within the academic community.
This act of support was more than just a gesture of professional courtesy; it was a testament to Harper’s character and his genuine commitment to supporting fellow scholars. I am forever grateful for his readiness to aid me, which not only helped me navigate a challenging moment in my career but also strengthened my resolve to pay it forward by supporting others in their academic and professional endeavors. Harper’s willingness to step up during my tenure process is a poignant reminder of the importance of mentorship, solidarity, and community within academia. It underscores the profound impact that acts of kindness and support can have on an individual’s career and the broader academic landscape.
Frederick Hess
Frederick Hess’s role in the realm of education policy and reform has indeed been thought-provoking, challenging me to scrutinize the wider implications of policy decisions on the educational landscape. However, my interactions with Hess and the attempt to forge a professional relationship have revealed the complexities and nuances inherent in the field of education policy. After inviting Hess to speak on a presidential panel at the American Educational Research Association (see photo above), which was a testament to my respect for his contributions and insights, I was subsequently invited to participate in the American Enterprise Institute (AEI) education policy conversations in Washington, D.C. This opportunity represented a potential avenue for dialogue and collaboration across ideological divides, reflecting my belief in the importance of engaging with diverse viewpoints to enrich understanding and foster comprehensive policy solutions.
Despite the promise of these engagements, the collaboration ultimately did not materialize as hoped. My outspoken views on AEI’s policies, their funders, and the broader implications of their advocated reforms led to my being disinvited from their events. While this outcome was disappointing, it was understandable given the often polarized nature of education policy discourse. This experience underscored the challenges of navigating professional relationships within the complex ecosystem of education policy, where divergent views and values can both enrich debate and create barriers to collaboration.
In reflecting on this episode, it’s clear that while not all attempts at collaboration will succeed, the importance of engaging with a range of perspectives remains paramount. The dialogue between differing viewpoints is crucial for the evolution of education policy and practice. Although my professional relationship with Hess and AEI did not evolve, the experience has reinforced my commitment to advocating for policies that I believe are in the best interest of students and educators, and to remaining open to dialogue and debate as essential components of policy development and reform.
bell hooks
As the Diversity Themes Semester Coordinator for University Housing at the University of Michigan, I had the unparalleled opportunity to meet bell hooks during my undergraduate years. This meeting wasn’t just a simple introduction; it was an intimate dinner where I could converse with her directly, an experience that remains one of the most cherished memories of my life. Her transformative thoughts on pedagogy, race, and gender, alongside her advocacy for an emancipatory education rooted in love and justice, have profoundly shaped many academic and personal worldviews. hooks’ ability to articulate the complexities of identity within educational and societal contexts provided me with invaluable insights that have continuously guided my efforts to promote a liberating education for all students.
Reflecting on this pivotal encounter, I can’t help but feel a sense of regret for not seizing a subsequent opportunity to reconnect with her. While serving as Dean at the University of Kentucky, I was tantalizingly close to Berea, where bell hooks resided later in her life. Despite the geographic proximity and my deep admiration for her work, I never made the journey to visit her before her passing. This missed opportunity to engage further with one of the most influential thinkers of our time is a regret that lingers with me. Nonetheless, the memory of our initial meeting and the impact of her work continue to inspire my endeavors in education, reminding me of the power of transformative pedagogy and the importance of striving for equity and justice in all educational practices.
Gloria Ladson-Billings
My admiration for Gloria Ladson-Billings and her groundbreaking work on culturally relevant pedagogy and Critical Race Theory (CRT) has been a constant throughout my academic and professional journey. Since encountering her seminal CRT piece, I have considered myself a fanboy, deeply influenced by her insights into the critical role of culture in education. Ladson-Billings’ emphasis on recognizing and valuing students’ cultural backgrounds to promote academic success and critical consciousness has not only informed my research but has also profoundly shaped my approach to teaching and policy advocacy.
Over the years, I have had the good fortune to cross paths with Gloria Ladson-Billings on several occasions. Each encounter has been a memorable moment, further solidifying my respect and admiration for her work and her person. She has graciously acquiesced to my requests for selfies, moments I cherish as tangible reminders of the impact her work has had on my professional path. These encounters, albeit brief, have been incredibly meaningful to me, offering me snapshots of time with one of the most influential figures in the field of education.
Her work on culturally responsive teaching practices has underscored for me the importance of validating and affirming the diverse cultures of all students. This perspective has been pivotal in guiding my efforts to create more inclusive, equitable educational environments that recognize and celebrate the rich tapestry of student backgrounds and experiences. Gloria Ladson-Billings’ contributions to the field of education continue to inspire and challenge educators and researchers alike to strive for a more just and equitable educational system.
Bettina Love
Bettina Love’s advocacy for an abolitionist approach to education, urging us to envision an educational system rooted in equity, love, and liberation, has significantly impacted my perspective on educational reform and practice. Her innovative work challenges traditional paradigms and encourages a reimagining of what education can be, emphasizing the need to dismantle oppressive structures within our educational systems.
My admiration for her work was further deepened by a memorable encounter at the last International Urban Conference on Education in Cancun. I had the incredible opportunity to spend an afternoon by the pool with Bettina Love and her partner, engaging in enriching discussions about urban education and policy. The conversation flowed effortlessly, covering a range of topics that are central to both of our work, and offering me invaluable insights into the intersections of education, equity, and policy. This experience was not only intellectually stimulating but also a delightful affirmation of the shared commitment and passion we have for transformative education.
During our time together, Bettina shared insights about her then-upcoming book, “Punished for Dreaming,” which I eagerly anticipated. Her ability to articulate the challenges and possibilities in education with such clarity and passion is truly inspiring. Engaging with her in such an intimate setting, discussing the intricacies of urban education and the potential for policy to enact meaningful change, was an unforgettable experience that has further fueled my commitment to educational equity and reform.
Bettina Love’s work and our poolside conversation in Cancun serve as a powerful reminder of the critical role educators and policymakers play in shaping the future of education. It reinforces the importance of pursuing a vision of education that is not only inclusive and equitable but also liberatory, ensuring that all students are empowered to dream and achieve without the constraints of systemic oppression.
Rich Milner
Rich Milner’s focus on urban education and the challenges faced by African American students has been pivotal in shaping my approach to educational equity. Milner’s dedication to addressing the systemic inequities that impact marginalized students has reinforced my commitment to developing educational policies and practices that are grounded in justice and inclusivity.
Pedro Noguera
Pedro Noguera’s extensive research on the impact of social and economic conditions on education has provided me with a nuanced understanding of the complexities surrounding educational equity. His work emphasizes the importance of addressing the broader societal factors that influence educational outcomes, guiding my efforts to advocate for comprehensive reforms that address these root causes.
Gary Orfield
When I applied to Harvard for my doctoral degree, one of my primary motivations was the opportunity to work with Gary Orfield. His pioneering research on desegregation, civil rights, and education policy had already left a significant mark on my academic interests and aspirations. I vividly remember watching him on CNN in the 1990s and thinking to myself that I wanted to emulate Gary Orfield’s impactful career. His ability to blend rigorous academic research with active engagement in public policy debates was exactly what I aspired to achieve.
During my visit to Harvard, as I was weighing the decision between attending there or Stanford for my Ph.D., Gary Orfield graciously met with me. Our discussion about his work, his perspectives on educational equity, and the civil rights implications of education policy deeply influenced my decision-making process. Although I ultimately chose Stanford, that conversation with Orfield had a profound impact on my academic trajectory.
Since that time, I have dedicated a significant portion of my research to building upon the foundation that Orfield laid, particularly in the area of school segregation. For example, our charter school segregation paper was a direct update to the work he had been doing on segregation for quite some time. This effort to continue and expand upon Orfield’s research is a testament to the lasting influence of his work on my own scholarly pursuits.
Beyond the academic realm, I’ve also greatly enjoyed interacting with Gary on Facebook. These interactions have provided me with valuable insights and continued inspiration. As I reflect on the impact Gary Orfield has had on my career and on the field of education policy at large, I am filled with gratitude for his guidance and mentorship, even from afar. My best wishes extend to him and his family, hoping for their health and well-being. Gary Orfield’s commitment to equity and justice in education continues to inspire not only my work but also the work of countless other scholars and practitioners striving to make education a force for equality and civil rights.
Diane Ravitch
Back in 2014, Diane Ravitch extended an invitation that would mark a significant milestone in my professional life. She invited me to her home in Brooklyn to discuss the formation of a new organization aimed at championing public education. This gathering led to the creation of the Network for Public Education (NPE), and it is an honor to say I am a founding board member. Being part of NPE’s inception and witnessing its growth and impact has been a profound experience, underscoring the collective power of advocacy and research in shaping the discourse around public education.
The opportunity to discuss research produced by NPE at a recent congressional hearing on charter schools was a pivotal moment. It allowed me to contribute to important national conversations about education policy, bringing evidence-based research to the forefront of legislative discussions. This moment was not just a personal achievement but a testament to the important work NPE is doing in the education sector.
My relationship with Diane Ravitch has been one of the most cherished aspects of my professional journey. Diane is truly a gem in the field of education—a brilliant mind and a passionate advocate for public education whose shift from advocate to critic of certain educational policies has inspired many, including myself, to adopt a more critical and evidence-based approach to educational reform. Her readiness to engage, whether through a text or a call, has been invaluable. Diane’s mentorship and support have played a crucial role in my development as an educator, researcher, and advocate. Her unwavering commitment to public education and her mentorship have deeply influenced my work, reinforcing the importance of grounded, evidence-based approaches to educational reform and advocacy.
Sean Reardon
Sean F. Reardon’s research on socioeconomic inequality and its impact on educational achievement has been important to my academic journey, particularly highlighting the urgent issue of income disparity in educational outcomes. HIs work is often covered in the media and the meticulous analysis and insights have been invaluable to my research agenda, propelling me to delve deeply into the policies that can mitigate socioeconomic inequities within the educational system.
I am especially appreciative of Reardon’s role as one of my dissertation committee members. His guidance throughout my doctoral research was not only instrumental in shaping my academic focus but also provided me with a profound understanding of the complexities surrounding education and inequality. His expertise in the field of educational inequality provided me with a solid foundation upon which I could build my research, offering critical feedback that challenged and refined my thinking.
Reardon’s commitment to addressing the multifaceted nature of educational disparities, combined with his willingness to serve on my dissertation committee, has left a lasting impact on my work and my approach to educational policy. His mentorship during this critical phase of my academic career has been a source of inspiration, motivating me to pursue rigorous, impactful research that seeks to understand and address the root causes of educational inequity. I am deeply grateful for his insight and support, which have been instrumental in my development as a scholar committed to fostering equity and justice in education.
The work of these thinkers has not only influenced my research and scholarship but also shaped my vision for what education can and should be. Their contributions serve as a constant reminder of the power of education to transform lives and societies. As I continue on this journey, their insights and innovations remain a guiding light, challenging me to contribute to an educational legacy that is as rich, diverse, and impactful as the one they have created.
Navigating Challenges and Celebrating Milestones
Yet, this honor—being counted among such esteemed colleagues in “The Palgrave Handbook of Educational Thinkers”—is not an accolade. It is a reflective moment that underscores the urgency and the enormity of the work that lies ahead. The challenges confronting our educational systems are multifaceted and persistent, from widening inequities to systemic barriers that thwart the potential of countless learners.
My inclusion in this prestigious handbook is a clarion call to redouble my efforts, to push further into the realms of research, policy, and practice that can make a difference in the lives of students and educators alike. It is a reminder of the responsibility that accompanies recognition: to strive for greater impact, to engage more deeply with communities, and to contribute to the ongoing dialogue that shapes the future of education.
Looking Ahead with Hope and Determination
As I ponder the road ahead, I am filled with a sense of purpose and a recognition of the collective endeavor that educational transformation requires. This moment, as humbling as it is exhilarating, is but a waypoint on a journey that extends far beyond the pages of any book.
The legacy of the thinkers who have shaped our understanding of education is a mosaic of ideas, challenges, and achievements. As my work takes its place within this vibrant tapestry, I am reminded that the quest for educational equity and excellence is an ever-evolving narrative, one that demands our best efforts, our most innovative ideas, and our unwavering commitment.
To conclude, my thoughts wander back to the blue books of my 5th-grade classroom library. Those biographies of Americans like Thomas Jefferson and George Washington Carver were not just books; they were windows to worlds of possibility, narratives that inspired my young mind to dream beyond the confines of the present. Little did I know that one day, a “blue biography” bearing my name would find its place in education, chronicling a journey in the expansive field of educational equity and leadership. I am reminded of the responsibility that accompanies any recognition. It is a call to continue the work with even greater fervor, to collaborate with peers across the globe, and to contribute to the rich legacy of educational thought and practice that each name on this list represents. Together, we are part of a continuum of commitment to the betterment of educational systems and the lives of learners everywhere. This moment, as humbling as it is exhilarating, reinforces my resolve to forge ahead, inspired by the giants upon whose shoulders we stand.
Cloaking Inequity 