In May 2021, The Physics Teacher launched a new column aimed at questions surrounding justice in physics and physics education. Seventeen issues later, Just Physics? now embarks on its third consecutive year asking and exploring questions related to making physics and physics education more equitable and just. The original intent of Shannon Wachowski, then co-editor, and myself for this column was based in two motivating questions that still stay relevant:

  1. What does it mean to think beyond just physics, specifically, to think about physics and physics education in the context of the social and political realities of the world?

  2. What constitutes just physics, i.e., what does physics for justice look like?

We posed these questions with a view that justice, inclusivity, and equity were shared goals in the community, but that material progress toward making physics and physics education more just and representative of the voices of a larger...

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