ABSTRACT
Reprising the orientation toward justice, this chapter is framed around the two purposes of the volume: to present claims regarding the transformative potential of teacher residency and to provide guidance for those who wish to implement residency in their own contexts. These purposes intersect as concrete representations of theory and practice. In this final chapter we revisit our central claims contextualized in theory and consider their relationship, in practice, to justice in teacher education. Claims include the need to integrate theory and practice in collaborative relationships, leverage clinical experiences, provide support for residents navigating dual bureaucratic institutions, offer sustained mentorship through the first years of teaching, and maintain a focus on justice. We discuss challenges and affordances identified during our first year of implementation and conclude with recommendations for establishing residency programs as means of creating systemic change toward justice.
