Reclamation, Resistance, and Curriculum Within the Tremors

N VOLUME 41, ISSUE 2, we invite readers to encounter scholars who locate themselves within a complex and contextualized present: educators and curriculum theorists who draw upon the past to make sense of curriculum while preparing us to imagine different futures.The articles curated in this issue emerge within a particular spacetimemattering, (Barad, 2007) one marked by profound violence, uncertainty, and struggle.Across the globe, people continue to witness the televised genocide in Gaza, where the relentless circulation of images and testimonies has collapsed the distance between spectatorship and complicity while revealing the uneven value assigned to human life.The expansion of militarism, including the preemptive war against Iran and escalating regional conflicts, further exposes how fear and empire continue to shape geopolitical realities.Locally, these global crises reverberate through intensifying law enforcement violence against communities of color, the brutality of Immigration and Customs Enforcement (ICE) raids in the United States, and sustained political attacks on diversity, equity, and inclusion initiatives that seek to make educational institutions more just and accountable.These are not merely background events or historical conditions external to curriculum; they constitute the very spacetime in which educators, students, and scholars live, think, grieve, resist, and create.The contributions in this issue neither retreat from these realities nor presume to resolve them.Instead, they invite readers to consider how curriculum theory can remain responsive to the ethical demands of the present while cultivating the historical consciousness, relationality, and critical hope necessary to imagine futures that exceed the violences of our time.