Review of Research in Education (Volume 37) explores the extraordinary pedagogies that teachers and educators have developed in recent years to address the needs of nondominant students and families served by public schools and institutions of higher learning. In this volume, extraordinary pedagogies are shown not to be about "best practices" or the most effective teaching methods for teaching to the learners' needs, but rather to bring attention to how poverty, race, social class, and language interact with local practices in teaching and learning, and in the everyday lives of families, educators, children, and youth. By examining these broader sociocultural issues, this volume challenges recent attempts to refocus attention on learning outcomes without considering these larger issues. Transforming schooling is possible - but it requires extraordinary pedagogies.

Extraordinary Pedagogies for Working Within School Settings Serving Nondominant Students by Christian Faltis and Jamal Abedi - Introduction
Analyzing Poverty, Learning, and Teaching Through a Critical Race Theory Lens by H. Richard Milner IV - Article
How Does It Feel to Be a Problem? Black Male Students, Schools, and Learning in Enhancing the Knowledge Base to Disrupt Deficit Frameworks by Tyrone C. Howard - Article
Power and Agency in Education: Exploring the Pedagogical Dimensions of Funds of Knowledge by Gloria M. Rodriguez - Article
A Humanizing Pedagogy: Reinventing the Principles and Practice of Education as a Journey Toward Liberation by María del Carmen Salazar - Article
Equity Issues in Parental and Community Involvement in Schools: What Teacher Educators Need to Know by Select this articlePatricia Baquedano-López, Rebecca Anne Alexander, and Sera J. Hernandez - Article
Am I My Brother's Teacher? Black Undergraduates, Racial Socialization, and Peer Pedagogies in Predominantly White Postsecondary Contexts by Shaun R. Harper - Article
Narrative Inquiry as Pedagogy in Education: The Extraordinary Potential of Living, Telling, Retelling, and Reliving Stories of Experience by Janice Huber, Vera Caine, Marilyn Huber, and Pam Steeves - Article
No Child Left With Crayons: The Imperative of Arts-Based Education and Research With Language "Minority" and Other Minoritized Communities by Sharon Verner Chappell andMelisa Cahnmann-Taylor - Article
Teacher Agency in Bilingual Spaces: A Fresh Look at Preparing Teachers to Educate Latina/o Bilingual Children by Deborah Palmer andRamón Antonio Martínez - Article
Pedagogical Language Knowledge: Preparing Mainstream Teachers for English Learners in the New Standards Era by George C. Bunch - Article