Decades of research has documented the consequences of allocating school students into a hierarchy of classes with narrow ranges of mathematics attainment, a process known as streaming, tracking, setting, or “ability” grouping. The purported benefits of streaming are inconsistent and disputed, but the harms are clear, in particular, (1) the limiting curriculum often available in low streams and (2) the loss of self-confidence that results from being positioned in a low stream. Building on this foundation, we discuss streaming in mathematics as tied to systemic racism in Aotearoa New Zealand, where the harmful effects of streaming fall most heavily on Māori and Pasifika students. Previous analyses of race and streaming have focused primarily on the racial composition of streamed classes, bias in stream allocation, and racialised teacher expectations in streamed settings. In contrast, we focus on the emotional consequences of streaming, arguing that streaming produces racialised emotions of shame and entitlement as unintended but predictable consequences. We illustrate the racialised production of entitlement and shame through collaborative storying, interweaving our own biographies with a re-analysis of student interviews from two prior studies.

We write in a world ablaze—ecological collapse, rising fascism, and genocide unfolding in real time. For the colonized, these are not new catastrophes but enduring conditions. Against this backdrop, we explore postdigital feminist citizen science as a set of subversive, generative practices that compost the ruins of empire into possibilities otherwise. Rooted in the postdigital’s refusal to separate the digital from the material, postdigital feminist scholarship interrogates how technologies, bodies, and epistemologies are entangled with systems of colonial, capitalist, patriarchal, and racial violence. Postdigital citizen science, too, is fraught—its promise of participation often undercut by exclusions encoded in the very notion of ‘citizenship’. Yet, within these contradictions lie insurgent spaces of refusal, creativity, and reimagining. We offer a loose manifesto, not as a prescriptive call, but as an invitation to cultivate postdigital feminist citizen sciences from the ground up—from disobedient data practices to feminist counterpublics and speculative pedagogies. This is an alienated science of ruination from below: emerging from breakdown, grown in the cracks, and committed to dismantling platform patriarchy, colonial capitalism, and white supremacy. Our manifesto may be provisional, but our commitment is clear: to imagine and enact worlds beyond the fire.

In the global context, immigrant youth face multifaceted challenges when transitioning from school to the workforce. These hurdles include language and cultural barriers, social exclusion, disengagement from education, local job market discrimination, and cultural detachment from their extended families and heritage. This study explores the careers education of immigrant students in Aotearoa New Zealand, from the viewpoints of parents and careers advisors, using the Systems Theory Framework (STF) for data analysis. Immigrant families in New Zealand, marked by cultural distinctions and limited knowledge of the local education system, impact their children's transitions significantly. This study offers insights into the complex dynamics of parental involvement in immigrant students' careers education. The findings may serve as information for educational institutions, careers advisors, and policymakers, guiding them in the development of inclusive and supportive environments for immigrant youth and their families. By mapping these interactions, STF reveals how macro-level racism (environmental-societal system) permeates micro-level career socialization (individual/family systems) a recursive relationship most career theories ignore. This aligns with critiques that Western models neglect oppressive structures while demonstrating STF’s utility in centering systemic inequities within career development research.