In the months between authors submitting their final manuscripts and the ultimate publication of this Issue in the Wabash Center Journal on Teaching, much has happened in the world. Foremost among these:
COVID and the shift to remote teaching have laid bare and exacerbated many of the disparities in our students' para-curricular circumstances while also demanding that instructors create fulfilling and equitable educational opportunities remotely, despite these disparities;
The widespread uprisings for racial justice in response to the murders of George Floyd, Ahmaud Arbery, Breonna Taylor, Tony McDade, and other Black people in the United States have once again exposed the depth of the pain that minoritized students and faculty feel in predominantly white spaces and institutions, dispelling any illusions administrators and instructors may have had about our classrooms being "apolitical spaces" and upending the very idea of "neutrality" in the academy;
These uprisings have also forced a long-overdue acknowledgement that history (both in the form of monuments and in the form of syllabus inclusion) can be and is often used as a means of asserting supremacy and terrorizing minoritized populations--indeed, it is often one of the means by which communities are minoritized;
And, finally, new revelations about the appalling and criminal predatory behavior of prominent members of our guild have compelled us to consider what a damnatio memoriae might look like in our current academic context.