ABSTRACT
Traditional teacher education is often characterized by isomorphism; cohorts of learners operating in the university domain or interned in practicum schools engage only superficially with communities in which their practicum schools are located. Representations of such communities are often developed from the perspectives of those with the power and authority to determine the status of these learning environments. This chapter outlines the benefits derived by stakeholders and the challenges encountered by those who intervene morally, politically, and intellectually for social transformation in communities of practice. It describes ways that as transformative intellectuals, pre-service teachers might develop a language of possibility—that is, a “discourse of difference and voice”. The chapter presents how one unique teacher preparation program, grounded in principles of equity and social justice. It focuses on the importance of community involvement, provides teacher candidates’ with the framework to become transformative intellectuals and border crossers.
