We are articulating and advocating for the inclusion of educational opportunities that allow future teachers to experience pedagogy linked to the practice of freedom. Creating such a space is important if future teachers are to recognize their professional responsibility to critique and participate in the transformation of educational policies and practices. Hence, the theoretical avenues that converge in Media Action Projects, or MAPs, are traced. Pedagogically, MAPs are disquieting because they foster an investigative stance toward the world, rather than an acquiescent stance that is knee deep in “certainties.” More specifically, media production work is used to address a local problem, as students are required to see, question, and act. If the work of teacher educators is intended to impact the knowledge, skills, and disposition of future teachers, is it not worth considering the transformational spaces afforded by MAPs?
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