Introduction: Miscellany.

Author:Bennett, Michael
 
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Most issues of Radical Teacher are defined by a predetermined theme, and are overseen from conception to completion by a group of editors (one or more from the RT Editorial Collective, occasionally with an outside editor or two) who are ultimately responsible for the issue's content (with feedback from blind reviewers who are drawn from the collective). At the same time, RT accepts "over-the-transom" submissions on a rolling basis that are not targeted for a themed issue. These essays are overseen by us (the Manuscript Editors), and when enough of them emerge from the blind review process with positive feedback, we group them together in a non-themed issue such as the current one.

In a sense, however, even these non-themed issues have a theme that is articulated by the subtitle of Radical Teacher, which explains that we are a "socialist, feminist, and anti-racist journal on the theory and practice of teaching." To that extent, the articles in these issues share a commitment to liberatory politics and a belief that teaching and scholarship can help define and implement those politics. Sometimes the essays published in these "miscellanies" are more directly connected to past themes because authors send us essays that were inspired by their reading from past issues or that were in fact submitted for past issues but not revised in time to be included with other essays on that theme. And surprisingly often we receive essays that anticipate future themes because there is a groundswell of interest in a particular topic among radical teachers in general. The essays in this current issue fit all of these categories, and one other: a reprint of an essay spotted by a member of the Editorial Collective who felt that it fits with our interests, with an introduction by one of us (Michael) explaining why we thought it would be of interest to readers of Radical Teacher.

The last time we two Manuscript Editors worked together on a themed issue, it was on "Environmental Education" (Vol. #78), an aspect of which was revisited in a more recent issue on "Teaching about Climate Change" (Vol. #102). We were struck by how Nancy Dawn Wadsworth's "Awakening the "Walking Dead": Zombie Pedagogy for Millennials" would have been a welcome addition to either issue. Wadsworth's essays lays out the pedagogical benefits of using popular zombie productions, particularly AMC's The Walking Dead, to teach a critical introduction to modern political theory focused on climate change....

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