Teaching is Inquiry as Teacher Induction

Chris Moffett and Sarah Suatoni sat down with Cara to talk about movement, the body, and ethics. They articulated how philosophy influences their understandings and language for body practices and likewise how the body moves in philosophy.For more from Chris:https://openpractices.org/https://aestheticrelationalexercises.com/https://scholar.google.com/citations?hl=en&authuser=2&user=Jp4s57oAAAAJhttps://tc.academia.edu/CMoffett For more from Sarah:https://awarenessinmotion.com/

Tatiana Geron and Aaron Yarmel sat down with Cara to talk about building the habits and practices of meaningful dialogue. They offered practical insights, methods, and frames for how to approach dialogue and how to match your practice with your intentions. To read Aaron’s paper: Towards a Theory of Inquiry Dialogue Questions - Yarmel - 2026 For the rest of the issue: https://onlinelibrary.wiley.com/toc/17415446/2026/76/5

Terri Wilson and Michele Moses sat down to talk with Cara about democratic education in undemocratic times: the topic and a workshop and special issue by the same title. They highlight how democracy lives in both structures and daily practices and the power of coming together across a diverse community to consider how democracy lives in education across a wide-ranging terrain. For the link to the introduction to the special issue and hyperlinks to each article: https://journals.sagepub.com/doi/full/10.1177/23328584261490443?_gl=1*1gkt3rj*_up*MQ..*_ga*OTQ4ODY2MjUuMTc5NDQ5NjY4Mg..*_ga_60R758KFDG*czE3OTQ0OTY2ODIkbzEkZzEkdDE3OTQ0OTY4MDYkajYwJGwxJGg1NDYwNTYxMTI.

Osly Flores, Michael Gunzenhauser,  Rosa Rivera-McCutchen sat down to talk with Cara about care,  leadership, and racial justice. They highlighted that care occurs within contexts and systems. To care demands racial justice with attention to daily conduct. School leaders can set the tone, develop structures, and lead with care. For Mike and Osly's new book: Gunzenhauser, M.G., Flores, O.J., & Quigley, M.W. (2025). Race-conscious caring in educational leadership: A narrative ethics. New York, NY: Teachers College Press.For more by Mike and Osly:Gunzenhauser, M.G., Flores, O.J., & Quigley, M.W. (2024). Race-conscious caring for anti-racist leadership: A narrative ethics for cultivating communal responsibility. Journal of School Leadership, 34(1), 3-25.For more by Mike: Gunzenhauser, M.G. (2024). ⁠Thinking with school leaders: What can philosophers offer⁠? Philosophical Studies in Education, 55, 77-87.For writing on radical care from Rosa:Rivera-McCutchen, R. L. (2021). Radical care: A framework for leading for justice in urban schools. Teachers College Press. Rivera-McCutchen, R. L. (2020). “We don’t got time for grumbling”: Toward an ethic of radical care in urban school leadership. Educational Administration Quarterly, 57(2), 257-289.Other works by Rosa: Rivera-McCutchen, R. L. (2023, October). Radical care in post-pandemic schools. American School Board Journal. 201(5), 44-45.Rivera-McCutchen, R. L. (2021). White privilege and power in the New York State opt out movement. Teachers College Record, 123(5), 1-18.

David Blacker sat down to talk with Cara about psychedelics and learning. They highlighted that care occurs within contexts and systems. He moved between specifics about psychedelics, a wider discussion of learning, Kant, and quite a bit of Socrates. For more check out: DEEPER LEARNING WITH PSYCHEDELICS: PHILOSOPHICAL PATHWAYS THROUGHALTERED STATES (State University of New York Press, 2024)https://urldefense.com/v3/__https://psyche.co/ideas/psychedelics-are-philosophical-tools-for-demolishing-assumptions__;!!LAh5qUgpm5Y!GIuPy9Ydbh6qwhBh2vWXbdl5AwX1NqIt7uB46rxQRne-7I3KBPXXqNyz-o6r2PJ2PZkMkBD_152le7DxwIB_NXH8iA$https://urldefense.com/v3/__https://djblacker.scholar.st/__;!!LAh5qUgpm5Y!GIuPy9Ydbh6qwhBh2vWXbdl5AwX1NqIt7uB46rxQRne-7I3KBPXXqNyz-o6r2PJ2PZkMkBD_152le7DxwIDBl610xw$

Tadashi Dozono, Alex Armonda, and Andrew Thompson sat down to talk with Cara about  Troubling Curriculum and Justice. They discussed curriculum development and modification, attention to students, interruption and disruption, and how all these factors come together to trouble curriculum for the sake of justice. For Tadashi’s full paper:Beyond Negated Identity: Mediating the World History Classroom through Adorno's Negative Dialectics - Dozono - 2026 - Educational Theory - Wiley Online LibraryFor the rest of the Educational Theory Issue:Educational Theory Volume 76, Issue 3For more from Tadashi:Discipline Problems: How Students of Color Trouble Whiteness in Schools (Penn Press, 2024). Eugenic ideology and the World history curriculum: How eugenic beliefs structure narratives of development and modernityThe fascist seduction of narrative: Walter Benjamin’s historical materialism beyond counter-narrative.For more from Alex:A Lacanian Foundation for Critical Pedagogy Collective Pedagogy, Allegory, and the Political UnconsciousFor more from Andrew:Rethinking Subjectification: On the Limits of Biesta's Educational TheoryIn Defence of ComicsGrowth and Degrowth: Dewey and Self-LimitationFor the video on labor strikes in Southern Illinois.When Miners Strike (Healing Illinois: Race, Slavery, and the Law)

Allison Lam sat down to talk with Cara about teaching is inquiry. She explained how inquiry orients her teaching and how it helps her follow the child, incorporate movement, and be flexible in her lessons. 

Cindy Ballenger and Kristi Cameron sat down to talk with Cara about  teaching is inquiry. They explained why inquiry is necessary for teachers to do well by children with numerous examples. They also articulated why inquiry is key not only to serve children but to keep the teacher engaged and full of joy. For Teaching Is Inquiry: https://www.tcpress.com/products/teaching-is-inquiry_9780807786604For more books by Cindy:Regarding Children's Words: https://www.tcpress.com/products/regarding-childrens-words_9780807777404Teaching Other People's Children: https://www.tcpress.com/products/teaching-other-peoples-children_9780807737897For more from Kristi:https://www.tandfonline.com/doi/full/10.1080/09575146.2025.2581750https://ojs.library.okstate.edu/osu/index.php/ctd/article/view/10533https://link.springer.com/article/10.1007/s13158-025-00478-6https://b4c13cc8-23a7-4792-93c0-b9a7044e82fc.filesusr.com/ugd/803b74_4f3c15fe10894601b498b8f17e3e6c34.pdf

Fran Agnone, Joy Dangora Erickson, and Ilya Zrudlo sat down to talk with Cara about  youth development outside of school and in non formal spaces. Working in and studying youth development in community organizations, they the surfaced powerful, important, and often hidden work in these spaces and how community organizations offer key opportunities for voice, engagement, community and education. For more by Joy:https://sunypress.edu/Books/L/Living-Well-Togetherhttps://journals.sagepub.com/doi/10.1177/14687984251412194For more by Ilya: https://www.bloomsbury.com/us/navigating-the-moral-landscape-of-youth-development-and-community-education-9781350532168/

Adele Bruni Ashley, Meg Davis Roberts, and Susan Verducci sat down to talk with Cara about the teacher teacher as an artist. They focus on the teacher as an artist – both artfully teaching and bringing other creative arts into teaching.For organizations to connect with: National Council of the Teachers of EnglishNew York State English Council National Writing ProjectHudson Valley Writing Project.Literacy Unbound