ABSTRACT
This book amplifies the voices of teachers whom I consider to be bold educational reformers working towards the realization of possibilities in the contested sites of schools and institutions. These teachers are, in my view, ‘polyattentive', inquiring intellectuals, highly aware of constraints and cut de sacs while equally alert to opportunities to make gains in transforming classrooms, schools, and institutions. They are robust innovators who are both radical and practical, visionary and strategic.
