This article explores the challenges of creating an antioppressive, transformative cur-riculum for hope among practicing teachers. As the authors investigate the impact of their curriculum, they discovered that although the skills of reflection, collaboration, and continuous inquiry led teachers to new insight—even change in teacher prac-tice—it failed to inspire teachers to take an antioppressive stance in remedying op-pressive practices in schools. Building on the body of literature related to the African American struggle against oppression, the authors argue that for a curriculum to be transformative, it must encourage a symbiotic relationship between hope and action. The authors conclude that audacious hope-in-action is an essential part of teaching transformatively.
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