The articles in this volume make a strong case for a re-invigorated Humanities and Social Studies education at all levels of schooling; an education that as Wang notes in the first article, helps educators “grow to become comfortable with the uncomfortable,” whether it be with controversial issues and difficult discussions, challenging inquiry methods or the move away from comfortable classroom routines to more inclusive, experimental and progressive pedagogies. All of the articles in this volume make a strong case for putting students firmly in charge of their learning, whether it be through constructive conflict talk, issues investigation, environmental action, empowering students to construct what it means to be a citizen, giving students greater voice and choice in their lessons, or using talk moves to enhance student participation and agency in Geography classes. Putting students at the center promises a shift away from teacher-dominated lessons and didactic instruction toward what makes learning worthwhile, engaging, relevant and meaningful for learners.