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.