Timothy Green IV is an educator, scholar, organizer, and community advocate whose work is rooted in a deep and enduring love for education as a vehicle for justice, liberation, and collective transformation. Guided by his commitment to family and community, Timothy approaches his work with a belief that education must not only inform, but also affirm, heal, and empower. Having personally survived the school-to-prison pipeline, he brings a deeply grounded and critical perspective to the field of education—one shaped not only by scholarship, but by lived experience navigating and resisting systems of inequity. This perspective fuels his commitment to creating educational spaces where all people—especially Black, Indigenous, and historically marginalized communities—can thrive and imagine new possibilities for themselves and future generations. Timothy’s research as a PhD candidate in Critical Education centers Black education, ethnic studies, teacher education, and decolonial approaches to schooling. His scholarship interrogates how educational systems reproduce inequity while also exploring how curriculum, pedagogy, and policy can be reimagined to disrupt those conditions that are dependent on the state for legitimacy, knowledge creation, and authority. He is particularly invested in preparing educators to engage in critical literacy practices that help young people analyze power, challenge harmful ideologies, and cultivate strong cultural and political consciousness. Through this work, Timothy envisions new futures for education—ones that move beyond compliance and standardization toward relational, community-centered, and liberatory models of teaching and learning. A central component of Timothy’s work is his engagement with pre-service teachers. He works closely with emerging educators to challenge and disrupt deeply ingrained biases and patterns of socialization that often go unexamined in traditional teacher preparation programs. By creating reflective, dialogic learning spaces, Timothy supports pre-service teachers in interrogating their assumptions, understanding the historical and structural roots of inequity, and developing pedagogical approaches that affirm and sustain Black, Brown, and Indigenous students. His work emphasizes that effective teaching is not only about content delivery, but about cultivating relational accountability, cultural humility, and a commitment to justice within the classroom and beyond. Professionally, Timothy most recently served as Culture Change Leader for the City of Albuquerque, where he advanced racial equity initiatives across municipal systems. In this role, he helped roughly 15 out of 34 departments operationalize equity through strategic planning, professional development, and the creation of Racial Equity Action Plans. His work reflects a broader commitment to transforming institutions from within while remaining accountable to the communities they serve. Timothy’s advocacy extends beyond institutional spaces into legislative and community-based efforts. He played a role in advancing H.B. 240, a bill that removed unnecessary licensing barriers for natural hair braiders and locticians, expanding economic opportunity and affirming cultural practices. He currently serves on the Black Education Advisory Board, where he contributes to shaping statewide educational priorities, and has written curriculum and testified before the Public Education Department as part of the Historical Advisory Committee. These efforts reflect his commitment to ensuring that education policy and curriculum meaningfully represent and serve diverse communities across New Mexico.