AERA Presidential Program (APP): “We conduct our work in a variety of settings, including universities, community colleges, schools, school districts, professional preparation programs, museums, libraries, think tanks, advocacy and community organizations, philanthropies, and in legislative or governmental contexts.”

APP: “Our engagement with the field binds us together as producers, consumers, sensemakers, and implementers of research.”

APP: “The 2025 AERA Annual Meeting provides rich opportunity to reflect on the monumental challenges and transformations we have undergone due to the Covid-19 pandemic and ongoing social and environmental crises; to reflect on the history of efforts to repair educational inequality through law, policy, practice, and pedagogy; to consider opportunities for research to inform remedies; and ultimately, be a part of holistic repair for those who have suffered harm, loss, and trauma.”

APP: . . .

APP: “In education, too often the notion of remedy has been misunderstood to require remedial approaches to teaching and learning, mis-locating deficits in individual learners, schools, and school systems instead of critically examining our institutions, social processes, politics, and policies, and our own research approaches that produce hierarchies of knowledge and epistemological silos.”

APP: “Students and their families are contending with ongoing health issues, new and existing forms of disability, housing insecurity, food insecurity, climate crises, and income insecurity. Meanwhile, education institutions are facing fiscal cliffs, born of declining enrollments and rising costs, and are struggling with teacher, staff, and school leader shortages, burnout, and insufficient staffing for school psychologists and counselors for the students who remain.”

APP: “The collective research expertise in our field is needed to confront racism and ethnic discrimination, violent extremism, political repression and polarization, climate change, science denial, deepening racial, ethnic, socioeconomic, and linguistic segregation and inequality, and the ongoing loss and trauma related to the Covid-19 pandemic. The 2020 police murder of George Floyd and attacks on Latine/a/x people and Asian Americans, coupled with ongoing anti-immigrant policies, forced too-often delayed conversations about the ongoing role of race, anti-Black racism, ethnic discrimination, and anti-immigrant sentiments, power, and violence.”

APP: “The concept of repair, when joined with remedy, implies the responsibility to right what is wrong. It enhances the possibility of acknowledging the full scope of harms, to understand how educational inequalities are interconnected with social, health, and political injustice, and to imagine multisector and multifaceted approaches to the education of young people, college students, and graduate students and to the professional preparation of teachers, school leaders, mental health providers, medical providers, and lawyers.”

APP: “Many education researchers, working with advocates, organizations, policy makers, and educators, have advanced promising work on reparations and on restorative justice pedagogies and practices. Similarly, some local teachers unions have incorporated school and community well-being elements into their collective bargaining.”

APP: . . .

APP: “Neoliberal logics pushing for the privatization of public education are successfully informing the adoption of voucher programs that are further destabilizing public education.”

APP: “The 2025 meeting theme calls us to consider how we can work across disciplinary, epistemological, and methodological orientations to forge deeper connections in our field that can speak to the challenges we face in education and in our imperfect multiracial democracy.”