ABSTRACT
This chapter articulates four theses to infuse educational change with the deliberate pursuit of freedom and social justice. It refers to the educational change field as the body of knowledge and ideas that emerged and developed in response to and as an attempt to better understand and improve efforts to reform schools and entire school systems. The chapter attempts to link the two fields in one direction, that is, infusing the educational change field with key ideas from the social justice field but not vice versa. The purpose is to build theory to directly link educational change and social justice by taking a critical immanence stance that is, looking at possibilities for the future in view of the present. As Morgan reminds us, an important aspect of theory is its evocative power. But educational change touches upon social justice rather superficially in at least few crucial ways.
