This essay explores what surfaces when we lead a reflection on the 2018 REA meeting with questions about teaching and learning. What pedagogical models appeared to be operative during the meeting? What voices were missing and which ones were privileged? Who benefitted from the pedagogies at work in the meeting? Who was marginalized? What…

The authors discuss 2 macro-level community practice courses, examining how each applies the concepts of situated learning to foster the development of communities of practice through use of a unique model for antioppressive practice. The theoretical underpinnings and a discussion of the implementation of each stage of the model is provided. The…

This case study research investigated preservice and in-service teachers' (N = 23) experiences and understandings as they participated in a multicultural children and young adults' literature course that incorporates visits to a Holocaust museum. A graduate level course was redesigned within a framework of social justice pedagogy by focusing on…