ABSTRACT
In this chapter, research on the practice of early childhood teacher educators is “the doing”—a way to advance causes of social justice. According to Marilyn Cochran-Smith (2004), teacher educators who work for social justice, first of all, teach about teaching for social justice. Secondly, teacher educators who are concerned about social justice act as politically aware advocates for social justice. Cochran-Smith (2004) says that teacher education for social justice includes a third component, too, one that involves
taking our own professional work as educators as a research site and learning by systematically investigating our own practice and interpretive frameworks in ways that are critical, rigorous, and intended to generate both local knowledge and knowledge that is useful in more public spheres. (p. xxi)
