Abstract
ABSTRACT The narrative and actions of this nation’s PK-12 school boards are exceptionally intense, and debatably have little constructive impact on quality education. This issue curates research and the authentic experiences of individuals who are often talked about but rarely invited into meaningful public conversation. Their voices reflect the new guard of local and state education policymakers. They are individuals from several generations who are bonded by a commitment to a fair, and equitable education for all PK-12 students and are not timid in calling out injustices that prevent this from happening.
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