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“Responsiveness, identity, and collective exploration of equity-oriented teacher practice are at the core of my contributions as a scholar and teacher educator,” shared Dr. Noah Asher Golden about how his recent virtual talk “Re-Positioning for Equity” at Georgia State University aligns with his research and teacher education practice. Dr. Golden’s presentation examined framing, specifically how educators and policy-makers’ understanding of a problem “delineates the range of possible solutions.” Presented to an audience of teacher candidates, in-service teachers, doctoral students, and teacher educators, Dr. Golden’s talk focused on data which questions the structure of prevailing educational reform and calls for different approaches to understand educators’ work. “I shared examples of data and analysis from these studies to introduce the audience to the concept of ‘repositioning’, which is what I call the identity work that minoritized adolescent scholars do to be read and seen in desired ways. I then focused on how we educators might reposition ourselves and our work so that we can be responsive to adolescent learners’ strengths and desires.”