This article explores the work of the Grassroots Curriculum Taskforce (CGCT), a Chicago-based collaborative that engages in collective production of curricula that more adeptly capture the cultural, economic, and political realities of Chicago Public Schools' students. We first examine the collaborative processes CGCT undertook with parents,…

By taking the position that teaching for social justice is an act of necessity and solidarity, this work seeks to highlight two examples of teacher education initiatives. Because the relationships between teacher, student, family, school, and state are integral to the teaching process, three central questions guide the authors' thinking and…