From Hope to Action

Abstract

This article is the third in a series of explorations by three university professors committed to issues of social justice in a progressive professional development master’s degree program for practicing teachers. Building on the lessons learned from earlier explorations into the impact of their teaching practice in earlier JTE issues—“Beyond Reflective Competency: Teaching for Audacious Hope-in-Action” and “Dancing on the Threshold of Meaning: Recognizing and Understanding the Growing Edge”—this third article asks, “So what?” and responds by showing how these three authors moved past the entry points of reflective practice, to the edges of meaning making, and finally to creating transformative curricular experiences for teachers. This article speaks to the particular theoretical discoveries from the earlier articles and also uses real curricular examples to highlight what was learned as the authors tried to use their theories to improve their practice.