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Editors’ Conclusion

As we near the end of this collective book project we note that this is but a draft of a draft, incomplete and unfi nished. We were able to assemble a small temporary community of educators and thinkers, artists and activists and writers who have helped to identify, name, and represent an array of issues that matter when we think about teaching and schooling and social justice. But the effort is still sketchy, and that is surely the permanent condition of the thing: in this dynamic, forward-charging, imperfect human endeavor, there is always more to know, more to uncover, more to expand and embrace. So we offer this now as an utterance in a conversation, a call that requires the response of readers to come even partially to life.