ABSTRACT
In this chapter, the authors invite teacher educators to “look beyond what they see” and uncover characteristics of classrooms, learners, and teachers that can be masked or hidden in the video reflection process. C. Rosaen has conducted one of few research reviews of video reflection that explicitly examined the connection between video reflection and social justice stances. It is easy to agree that teachers should be more clued in to social justice teaching, race literacies, and other intersectionalities, just as it is the case that a struggling reader should read better. The teachers were participants in a professional development group and also examined their own discourse, their students' discourse, as well as their own teaching practice through discourse analysis to enact change. It is up to teacher educators, consultants, video study group leaders, or more knowledgeable video group members to introduce and maintain critical inquiry related to diversities and to help learners look beyond the single story.
