Abstract
ABSTRACT Visioning connects images of what educational stakeholders aim to develop in their respective communities. For educators, visions help to conceptualize how to implement theories and beliefs about students and teaching while conceptualizing these visions to support instructional practices. For community stakeholders, visions can serve as guideposts to support the inclusion of multiple voices and perspectives in the educational process. In this final article to the themed issue, a culmination of the articles presented are discussed with future implications for theory and practice.
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