This article examines the social justice dispositions that, when honed and developed over time, enable prospective teachers—and teacher educators—to embrace social justice praxis and persist in their everyday quest for equitable educational conditions, opportunities, and outcomes. Developed through work in a Community of Practice (CoP), these dispositions include radical openness, humility, and self-vigilance. In this article, we define each disposition and explore how they may be cultivated, enacted, and modeled in teacher education. These dispositions, we argue, serve as reminders of the unfinishedness of our work and the effort required to stay the course of equity and justice in the rough waters of the status quo.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License



To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.