Dr. Anne Fairbrother, a faculty member in the Department of Curriculum and Instruction, the host for this journal, authors our guest editorial for this issue. She is a former high school English and ESL teacher who taught in Salinas, California, and in Albuquerque, New Mexico. Her doctoral work focused on the schooling experiences of Mexican-American students in low-track English classes. She received her Ph.D. in Educational Thought and Sociocultural Studies (ETSCS) from the University of New Mexico. Dr. Fairbrother is particularly interested in issues of multicultural education, educational equity, teaching for social justice, and in multicultural literature. Recently she has been exploring issues of student voice, and students-as-researchers. In the following editorial, Dr. Fairbrother addresses the connections between the seven articles of this issue of the Journal of Authentic Learning and current diversity and literacy concerns. Preceding introductory remarks by Co-Editor Audrey C. Rule.