This collection draws from research studies to build theory,
critique reality, and provide practical recommendations for
readers. Essays from each section speak to current school matters,
with a range of students in different spaces across the U.S. and
abroad. Readers are invited to visualize what "can be" in schools
and how teacher educators can serve as leaders in the fight for
social justice-oriented curriculum development and implementation.
Researchers are challenged to pose different kinds of questions -
questions that look at the possibilities rather than those of
difficulties in their work to address and transform institutional
and systemic inequality, inequity, oppression, marginalization, and
discrimination in education.
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