This chapter explores what is required of us, as researchers and educators, to disentangle received disciplinary knowledge and ways of knowing from what Morrison names as 'the apparatus of control', and to enable expansive and insurgent ways of learning, being, and acting in, with, and across disciplines. It posits that engaging in liberatory forms of disciplinary learning within a framework of decolonization and onto-epistemic heterogeneity is necessary for equitable, dignified, and just forms of education that support learners in who they imagine themselves to be and might become. Following Morrison, and anchoring ourselves in the history of ideas around culture and learning, the chapter argues the need for a view of disciplinary learning animated by the following political and ethical commitments: the critique and refusal of settled forms of disciplinary knowledge and practice; epistemic delinking from colonial matrices of power; and the collective imagining, articulation, and enactment of alternative possibilities for human learning and relations. The chapter conceptualizes these as the always evolving desires and practices that give form to just learning environments. As the field continues to theorize and work to enact onto-epistemic heterogeneity, it posits three sensibilities crucial to liberatory forms of disciplinary learning: multiplicity, horizontality, and dialogicality. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

What dimensions of education matter for people's chances of surviving young adulthood? Do cognitive skills, non-cognitive skills, course taking patterns, and school social contexts matter for young adult mortality, even net of educational attainment? We analyze data from High School & Beyond-a nationally representative cohort of ~25,000 high school students first interviewed in 1980. Many dimensions of education are associated with young adult mortality, and high school students' math course taking retain their associations with mortality net of educational attainment. Our work draws on theories and measures from sociological and educational research and enriches public health, economic, and demographic research on educational gradients in mortality that has almost exclusively relied on ideas of human capital accumulation and measures of degree attainment. Our findings also call on social and education researchers to engage together in research on the life-long consequences of educational processes, school structures, and inequalities in opportunities to learn.

In this article we expand on ideas of making and maker spaces to develop Indigenous making and sharing. We draw from an ArtScience participatory design project that involved Indigenous youth, families, community artists, and scientists in a summer Indigenous STEAM program designed to cultivate social and ecologically just nature-culture relations grounded in Indigenous ways of knowing, being, and making. In this article we focus specifically on clay making and the ways in which onto-epistemic heterogeneity can be engaged to create transformative maker spaces. We present findings from an analysis of the pedagogies of walking, observing and talking lands and waters to outline principles of Indigenous making and sharing in youth-based learning environments.