January 2026
Rita Kohli (University of California, Riverside), Justin Coles (University of Massachusetts Amherst), and Dolores Calderón (Western Washington University) have been appointed editors for the 2027 and 2029 editions (Volumes 51 and 53) of Review of Research in Education (RRE). AERA President Maisha Winn appointed Drs. Kohli, Coles, and Calderón at the recommendation of the Journal Publications Committee, concluding a process that began in 2025 with a call for nominations, followed by candidate applications and committee deliberations.
RRE, published annually, provides a forum for analytic research reviews on selected education topics of significance to the field. Each volume addresses a topic of broad relevance to education and learning, and publishes articles that critically examine diverse literatures and bodies of knowledge across relevant disciplines and fields. RRE volumes advance the state of the knowledge, promote discussion, and shape directions for future research.
The topics for the 2027 and 2029 volumes are, respectively, “Sitting with the Problem: Reviews of Racialization Processes and Racism in Educational Research” and “Visioning Possible Futures: Reviews of Research on Advancing Racial Justice in Education.” The Call for Proposals for the 2027 volume will be available on the AERA Publications page in February 2026.
“The 2027 and 2029 volumes will push forward timely conversations on racial justice in education,” said AERA Executive Director Tabbye Chavous. “We are fortunate to have such a visionary team of scholars leading us in this critical work.”
About the Editors
Rita Kohli is a professor in the School of Education at the University of California, Riverside, where she serves as faculty advisor to teacher education, founder and coordinator of the K–12 Ethnic Studies Pathway, and co-founder and co-director of the Institute for Teachers of Color Committed to Racial Justice. Her research examines structural racism and racial justice initiatives within teaching, teacher education, and professional development, with specific focus on the experiences of educators of Color. Kohli is co-editor of the book Confronting Racism in Teacher Education: Counternarratives of Critical Practice and author of the book Teachers of Color: Resisting Racism and Reclaiming Education.
Her work has been supported by the Spencer Foundation and the California Endowment, and she has been recognized for her scholarly impact through numerous awards including the AERA Critical Educators for Social Justice Scholar-Activist Award, the Division G Early Career Award, the Division K Mid-Career Award, the Division K Exemplary Research in Teaching and Teacher Education Award, and the American Association of Teacher Education Journal of Teacher Education Outstanding Article of the Year Award.
Justin A. Coles is an associate professor of social justice education in the department of Student Development at University of Massachusetts Amherst, College of Education. Within the college, Coles serves as the inaugural director of arts, culture, and political engagement at the Center of Racial Justice and Youth Engaged Research (CRJ). At the CRJ, he directs the award-winning Black Healing Joy and Justice Collective. Coles’s socially and community-engaged, literacy- and arts-based research engages Black urban youth creativity and activism to inform counter structures to oppressive U.S. schooling policies, processes, and histories.
He is a former William T. Grant Theories of Blackness, Indigeneity, and Racialization in Research to Reduce Inequality in the Lives of Young People Writing Fellow. In 2023, Coles was inducted into the Martin Luther King Jr. Collegium of Scholars at Morehouse College. Formerly a co-editor-in-chief for Equity & Excellence in Education, he currently serves on the international editorial board for Curriculum Inquiry, an academic journal based at the Ontario Institute for Studies in Education. Cole is published in numerous academic journals and published his first book project, Resisting Antiblackness in Education: A Pedagogy of Black Youth Aesthetics, in December 2025.
Dolores Calderón is a professor of youth, society, and justice at Western Washington University’s Fairhaven College of Interdisciplinary Studies. She teaches across multiple programs including the Education and Social Justice program and the Law, Diversity and Justice program. She is affiliated with the College of the Environment, the Salish Sea Studies program, and the Border Policy Research Institute. Co-author of the book Reclaiming the Multicultural Roots of U.S. Curriculum: Communities of Color and Official Knowledge in Education, her areas of study include critical Indigenous studies in education, curriculum, multicultural education, and epistemology and education.
Calderón is interested in researching and participating in work that untangles and unpacks the complicated way multiple colonialisms impact decolonial thinking and practices, specifically in educational curriculum. She has published in Qualitative Inquiry, Harvard Educational Review, Anthropology & Education Quarterly, Journal of Latino/Latin American Studies, Equity & Excellence in Education, and others.