Abstract
To be clear, my work as editor will be to engage our journal with all education research that positions itself as critical, whatever that may mean;my invitation to you all as readers and writers and colleagues is to continue to be in conversation with us, with our journal, as we come to new, shared, expansive understandings of what education practice and theory can mean for our world. The articles you will read in this issue exemplify this urgent work, focusing on Black girls' reflections on their experiences with school counselors, and the college-going cultural capital of students engaged in a college access program. In a recent conversation with a colleague as I prepared to take this role on, we noted how disembodied and formal the publication process has been for us as students and aspiring authors-that is to say, it has mostly consisted of anonymous (sometimes deeply discouraging) reviews, rote emails, and ever-looming anxiety.
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