For this special issue, our collection of papers foregrounds how critical teacher learning is lifelong, hyper-contextual heart work. We bring together a collection of four articles that broaden the field's capacity to envision spaces for teacher learning about systems of inequity beyond traditional professional development approaches. Each article in this special issue demonstrates how critical teacher learning occurs in various contexts, a vast array of spaces, and at all points throughout a career.
HowardT. C.MilnerH. R. (2021). Teacher preparation for urban schools. In MilnerH. R.LomoteyK. (Eds.), Handbook of urban education (pp. 195–211). Routledge.
4.
LoveB. L. (2023). Punished for dreaming: How school reform harms Black children and how we heal. St. Martin's Press.
5.
NiccoliniA. D. (2016). Affect. In BrockenbroughE.IngrayJ.MartionW.RodriguezN. (Eds.), Queer studies and education: An international guide for the twenty-first century (pp. 5–14). Palgrave MacMillan.
6.
PicowerB. (2007). Supporting new educators to teach for social justice: The critical inquiry project model. Penn GSE Perspectives on Urban Education, 5(1), 1–22.
TorresM. E.FineM. (2008). Participatory action research in the contact zone. In CammarotaJ.FineM. (Eds.), Revolutionizing education (pp. 23–44). Routledge.
