ABSTRACT
Miedema offers an optimistic view of pedagogy in a complicated world and it is his positive view, his hopefulness, that led me to open with his words. In this chapter, hope may not come forward as the central point of what unfolds in the weeks described herein, but I view hope the way that Edelsky (1999) discussed it, as a necessary successor of intense critique and a crucial precursor to future actions. Hope is struggle’s companion if we, as teachers, children, and researchers, are to use struggle as a vehicle for a greater good.
