The various stages of the teacher research group to experience what professional development committed to social justice looks like and sounds like over a four-year period are explored. The complex relationships between professional development and social transformation are discussed.

Educational practice has focused primarily upon a transmission model of education dealing with dominant, mainstream, western ideology. This model often alienates student learners due to the absence of cultural relevance. This article focuses on a theoretical framework teachers in Hawaii are using to become transformative practitioners who promote…