Abstract
The narratives of the five teachers are analyzed in relation to the perspectives on teacher development and social equity teaching presented in chapter “ A Cause Beyond Ourselves”. Teachers’ social-justice leanings and their interest in urban teaching were shaped across a variety of activity settings over time. These orientations were further developed in their teacher-education programs. The narratives provide a window into how teachers then brought these inclinations to their classrooms, revealing their (1) understandings about the sociocultural and sociopolitical factors shaping their students’ lives; (2) enactments of culturally responsive, sustaining, and critical literacy teaching; (3) recognition of students’ diverse language and literacy abilities and efforts to balance literacy skill teaching with holistic approaches; (4) advocacy and activism; and (5) caring with political clarity. The analysis helps to inform an agenda for preparing and supporting teachers in underserved communities.
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